Language Minority Students

Research related to effective educational policies and practices for language minority students (English language learners).

Summary Report: Confronting the Equity Issues in Dual Language Immersion Programs

This report is a summary of the papers presented and issues discussed during the 2018 Forum on Equity and Dual Language Education, held at UCLA on December 7-8, 2018.

Preparing and Supporting Bilingual Teachers for Equity in Two Way Dual Language Immersion Programs: A Bilingual Epistemological Framework for Teaching, Research, and Policy

This paper aims to develop a set of theoretical principles from the approach of “knowledge in practice” for bilingual/dual language teachers that describe the concepts to support the knowledge base for the bilingual teaching profession, and in particular to deliver on the promise of equity in dual language immersion classrooms for diverse groups of English Learners.

Equity and Dual Language Immersion: Curriculum

This paper talks about the ways in which both “what we teach” and “how we teach” in a two-way, dual language, bilingual education classroom need to change in order to be more equitable, and about the orientations or ideologies that underlie decisions related to what or how we teach.

Race, Social Justice, and Power Equity in Dual Language Education

This report synthesizes current literature, both empirical and theoretical, to offer an analysis of power dynamics in DLE within its historical, economic, and sociopolitical contexts.

The State of Dual Language Education in the U.S. in the Context of Equity and Social Justice

This paper attempts to lay a foundation for the discussion of equity issues in dual language immersion education by summarizing some of the more recent research (and identifying some critical gaps) that might inform our understanding of these issues.

Dual Language Program Planning and Equity

DLI programs are sometimes viewed as “magic,” with the assumption that any DLI program will result in the outcomes well documented in the literature. Yet, DLI programs require considerable planning in order to equitably meet the goals of all students in a DLI program.

Teachers of English Language Learners in Secondary Schools: Gaps in Preparation and Support

The authors analyze data from a survey distributed among secondary teachers in a large urban school district to examine how well prepared they feel to teach ELs.