In this chapter, the author provides empirical research that supports the implementation of DLPs as programs that provide cogitative learning, high academic achievement, and the opportunity to be competitive in a global economy for all students – including culturally and linguistically diverse students – in order to achieve education equity. The author utilizes Arizona as an example of education policy that excludes and further marginalizes language minority students by requiring English proficiency as a requirement to be part of Dual Language Programs (DLPs). Furthermore, the author frames the current education climate and language policy affecting DLPs through an Interest Convergence theoretical lens.
Gomez, L. (2017), "Dual Language Programs: Language and Access", Culturally Sustaining and Revitalizing Pedagogies (Advances in Research on Teaching, Vol. 29), Emerald Publishing Limited, Bingley, pp. 61-79. https://doi.org/10.1108/S1479-368720150000029007
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