¿Y Ahora Qué? Interest Convergence and Hope through Provision, Promotion, and Partnerships in Two-Way Dual Language Programs
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| Publicado en: | Journal of Multilingual Education Research vol. 13 (2025), p. 51 |
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| Autor principal: | |
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| Publicado: |
New York State Association for Bilingual Education
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| Materias: | |
| Acceso en línea: | Citation/Abstract Full text outside of ProQuest |
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| 001 | 3206900839 | ||
| 003 | UK-CbPIL | ||
| 035 | |a 3206900839 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a EJ1469270 | ||
| 100 | 1 | |a Ingram, Mitch | |
| 245 | 1 | |a ¿Y Ahora Qué? Interest Convergence and Hope through Provision, Promotion, and Partnerships in Two-Way Dual Language Programs | |
| 260 | |b New York State Association for Bilingual Education |c 2025 | ||
| 513 | |a Report Article | ||
| 520 | 3 | |a As Two-Way Dual Language Programs continue in their nascent stages in the United States, some teachers, administrators, and researchers have reported issues of interest convergence. This construct refers to a Critical Theory principle that proposes alignment between the interests of whites and marginalized groups for a perceived common benefit, but whites stand to profit. In this article, two researchers work alongside a bilingual pre-service teacher to highlight three examples that illustrate this principle: (1) the business of learning a language, (2) Latin@ Spanish-speaking students used as resources, and (3) the gentrification of bilingual education. Beyond the diagnosis of such dilemmas, we offer a preliminary framework and propose some tenets of hope to overcome any such asymmetries that can exist when interested families from different social locations agree to collaborate in the journey of dual language education for their children. | |
| 651 | 4 | |a Texas | |
| 651 | 4 | |a United States--US | |
| 653 | |a Critical Theory | ||
| 653 | |a Bilingual Education Programs | ||
| 653 | |a Immersion Programs | ||
| 653 | |a Spanish Speaking | ||
| 653 | |a Hispanic American Students | ||
| 653 | |a Preservice Teachers | ||
| 653 | |a Educational Benefits | ||
| 653 | |a White Students | ||
| 653 | |a Second Language Learning | ||
| 653 | |a Second Language Instruction | ||
| 653 | |a English (Second Language) | ||
| 653 | |a English | ||
| 653 | |a Native Language | ||
| 653 | |a Equal Education | ||
| 653 | |a Teacher Educators | ||
| 653 | |a Teacher Education Programs | ||
| 653 | |a Teacher Collaboration | ||
| 700 | 1 | |a Pimentel, Charise | |
| 773 | 0 | |t Journal of Multilingual Education Research |g vol. 13 (2025), p. 51 | |
| 786 | 0 | |d ProQuest |t ERIC | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3206900839/abstract/embedded/160PP4OP4BJVV2EV?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://eric.ed.gov/?id=EJ1469270 |