Integration in TWBE
Opportunities, challenges, and possibilities
Integration is a defining feature of two-way bilingual education (TWBE), yet the integrative dimension of TWBE has
received relatively little attention. Over time, scholars have raised concerns that the integration of English speakers and
speakers of other languages may not effectively support minority students in the program and in fact, reinforce the inequalities
that exist outside of the program or school. This paper discusses the rationale for integration and critical issues of integration
and equity as they have emerged at the classroom and program level. The authors provide a conclusion proposing ways forward and
what is needed to realize the potential of integration as a transformative third space within TWBE.
Article outline
- 1.Introduction
- 2.Rationale for a dual target population
- 3.Integration issues in TWBE
- 3.1Student integration and equity in the classroom
- 3.1.1Language equalization
- 3.1.2Student status
- 3.1.3Intergroup relations
- 3.2Integration and equity at the school level
- 4.Promising practices and possibilities
- 4.1Transformative pedagogies
- 4.2Transformative leadership
- 5.Conclusion
-
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