Dual language education programs have become increasingly popular among elementary schools across the country. These programs are touted to represent a promise of a more equitable education for children whose parents are immigrants or whose first languages are not English. Nonetheless, these programs are also known to have appeal to monolingual English speaking families who would like their children to learn another language. Schools across the United States are starting dual language programs and recruiting teachers that have credentials to teach in these newly developed classes. However, less attention has been paid to how parents and teachers react when a new bilingual program is implemented in their schools and classrooms. In this article, we address the perceptions of teachers and parents in a newly established dual language program where the majority of students were of Brazilian origin and spoke Portuguese.
AlanísI.RodríguezM. A. (2008). Sustaining a dual language immersion program: Features of success. Journal of Latinos and Education, 7(4), 305–319.
2.
BellD. A. (1980). Brown v. Board of Education and the interest-convergence dilemma. Harvard Law Review, 93, 518–533.
3.
BurnsM. (2017). “Compromises that we make”: Whiteness in the dual language context. Bilingual Research Journal, 40(4), 339–352.
4.
Chávez-MorenoL. C. (2021). Dual Language as White Property: Examining a Secondary Bilingual-Education Program and Latinx Equity. American Educational Research Journal, 58(6), 1107–1141. https://doi.org/10.3102/00028312211052508
5.
CraigB. A. (1996). Parental attitudes toward bilingualism in a local two-way immersion program. Bilingual Research Journal, 20(3&4), 383–410.
6.
DeMatthewsD.IzquierdoE. (2016). School leadership for dual language education: A social justice approach. In The Educational forum (Vol. 80, 3 pp. 278–293). Routledge.
7.
DornerL. M.Cervantes-SoonC. G. (2020). Equity for students learning English in dual language bilingual education: Persistent challenges and promising practices. TESOL Quarterly, 54(3), 535–547.
8.
FerreiraF. L. (2005). That’s nothow my grandmother says it: Portuguese heritage learners in Southeastern Massachusetts. Hispania, 88(4), 848–862.
9.
FixsenD. L.NaoomS. F.BlaseK. A.FriedmanR. M.WallaceF. (2005). Implementation Research: A Synthesis of the Literature. University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network.
10.
FormanS. (2016). Interests and conflicts: Exploring the context for early implementation of a dual language policy in one middle school. Language Policy, 15(4), 433–451.
11.
Giacchino-BakerR.PillerB. (2006). Parental motivation, attitudes, support, and commitment in a southern Californian two-way immersion program. Journal of Latinos and Education, 5(1), 5–28.
Hamman-OrtizL. (2020). Becoming bilingual in two-way immersion: patterns of investment in a second-grade classroom. International Journal of Bilingual Education and Bilingualism, 1–15.
14.
HendersonK. I.PalmerD. K. (2019). “I wonder why they don’t do the two-way”: Disrupting the one-way/two-way dichotomy, re-envisioning the possibilities of dual language bilingual education. NABE Journal of Research and Practice, 9(1), 47–59.
15.
KellyL. B. (2018). Interest convergence and hegemony in dual language: Bilingual education, but for whom and why?Language Policy, 17(1), 1–21.
16.
MaxwellJ. A. (2012). Qualitative research design: An interactive approach (Vol. 41). SAGE publications.
17.
McWayneC. M.MelziG.SchickA. R.KennedyJ. L.MundtK. (2013). Defining family engagement among Latino Head Start parents: A mixed-methods measurement development study. Early Childhood Research Quarterly, 28(3), 593–607.
MonzóL. D. (2005). Latino parents’ ‘choice’ for bilingual education in an urban California school: Language politics in the aftermath of Proposition 227. Bilingual Research Journal, 29(2), 365–386.
20.
MoralesP. Z.MaravillaJ. V. (2019). The problems and possibilities of interest convergence in a dual language school. Theory Into Practice, 58(2), 145–153.
21.
MoralesP. Z.RaoA. B. (2015). How ideology and cultural capital shape the distribution of Illinois’ bilingual education programs. Teachers College Record.
22.
OliveiraG.Chang-BaconC. K.ChoE.Baez-CruzM. (2020). Parent and teacher perceptions of a Brazilian Portuguese two-way immersion program. Bilingual Research Journal, 43, 212–231.
23.
PalmerD. (2010). Race, power, and equity in a multiethnic urban elementary school with a dual-language “Strand” program. Anthropology & Education Quarterly, 41(1), 94–114.
24.
ParkesJ. (2008). Who chooses dual language education for their children and why. International Journal of Bilingual Education and Bilingualism, 11(6), 635–660.
25.
RayJ. M. (2009). A template analysis of teacher agency at an academically successful dual language school. Journal of Advanced Academics, 21(1), 110–141.
26.
Rubinstein-AvilaE. (2002). Problematizing the “Dual” in a Dual-Immersion Program: A Portrait. Linguistics and Education, 13(1), 65–87. https://doi.org/10.1016/S0898-5898(01)00064-X
27.
Rubinstein-AvilaE. (2005). Brazilian Portuguese in Massachusetts’s Linguistic Landscape: A Prevalent Yet Understudied Phenomenon. Hispania, 88(4), 873–880. https://doi.org/10.2307/20063216
28.
ScanlanM.PalmerD. (2009). Race, power, and (In)equity within two-way immersion settings. The Urban Review, 41(5), 391–415.
29.
ValdezV. E.FreireJ. A.DelavanM. G. (2016). The gentrification of dual language education. The Urban Review, 48(4), 601–627.
30.
ZeiglerK.CamarotaS. A., (2014). One in five U.S. residents speaks foreign language at home, Record 61.8 million: Spanish, Chinese, and Arabic speakers grew most since 2010. Center for Immigration Studies, Washington, D.C.
