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The Urban Review
Erschienen in: The Urban Review 5/2009

01.12.2009

Race, Power, and (In)equity Within Two-way Immersion Settings

verfasst von: Martin Scanlan, Deborah Palmer

Erschienen in: The Urban Review | Ausgabe 5/2009

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Abstract

Two-way immersion schools provide a promising model for service delivery to students who are English language learners. With the goals of bilingualism, academic excellence, and cross cultural appreciation, these schools are designed to build bridges across linguistically heterogeneous student bodies. Yet while empirical evidence demonstrates that the two-way immersion model can be effective in these regards, we know little about how such schools address other dimensions of diversity, including race, ethnicity, class, and disability. This study contributes to filling this gap by critically analyzing these dimensions in the areas of recruitment and retention in two two-way immersion schools.
Nächster Artikel “Brothers Gonna Work It Out:” Understanding the Pedagogic Performance of African American Male Teachers Working with African American Male Students

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Metadaten
Titel
Race, Power, and (In)equity Within Two-way Immersion Settings
verfasst von
Martin Scanlan
Deborah Palmer
Publikationsdatum
01.12.2009
Verlag
Springer Netherlands
Erschienen in
The Urban Review / Ausgabe 5/2009
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI
https://doi.org/10.1007/s11256-008-0111-0

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