Contextual challenges to dual-language education: a case study of a developing middle school program.
A case study of the dual-language program at Julia de Burgos Bilingual Middle School in North Philadelphia is presented. The dual-language program was set up to meet the needs of the low-income, predominantly Puerto Rican student population. It was found that there were discrepancies between the i...
| Published in: | Anthropology & Education Quarterly Vol. 31; no. 2; pp. 202 - 230 |
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| Format: | Article |
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Wiley-Blackwell
June 2000
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507701640&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507701640 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 01617761 AEQ jtl: Anthropology & Education Quarterly issn: 01617761 maglogo: N pubinfo: dt: June 2000 vid: 31 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 507701640 10.1525/aeq.2000.31.2.202 ppf: 202 ppct: 28 formats: fmt: @attributes: type: T tig: atl: Contextual challenges to dual-language education: a case study of a developing middle school program. aug: au: Freeman, Rebecca su: Puerto Rican Americans -- Language Middle schools Puerto Rican Americans Education Bilingual education Language & languages Philadelphia (Pa.) United States sug: subj: Philadelphia (Pa.) United States Puerto Rican Americans -- Language Middle schools Puerto Rican Americans Education Bilingual education Language & languages ab: A case study of the dual-language program at Julia de Burgos Bilingual Middle School in North Philadelphia is presented. The dual-language program was set up to meet the needs of the low-income, predominantly Puerto Rican student population. It was found that there were discrepancies between the ideal of dual-language education at Julia de Burgos and actual practice. These discrepancies arose from the structural, sociolinguistic, and ideological contexts in which the dual-program is embedded. Furthermore, the planning and implementation of the dual-program was shown to be dynamic in nature and the Julia de Burgos educators emphasized that the program must be understood as a work in progress. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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