[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-602495-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-602495-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","two-way-bilingual-education-and-latino-students","Two-way Bilingual Education and Latino Students","","Two-way bilingual immersion (TWBI) programs have shown strong results for Latino English learners, while still being shaped by broader U.S. power dynamics. This Participatory Action Research gathered eight TWBI teachers from two districts to examine power imbalance and affirm cultural capital, then co-develop classroom practices that build cross-cultural competency. The study emphasizes how culturally and linguistically responsive education can improve academic outcomes and strengthen more socially just TWBI programs for Latino English learners.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Brooke-Garza  \nCalifornia State University, East Bay  \nTwo-way bilingual immersion (TWBI) programs have demonstrated great success in improving Latino English learners’educational outcomes. Nevertheless, TWBI classrooms are not immune to the greater power dynamics and influences of United States society. This Participatory Action Research study brought together eight two-way bilingual immersion teachers from two school districts. The participants explored awareness of power imbalance and validation of cultural capital. They then collaborated to develop practices that promote cross-cultural competency in their TWBI classrooms. This study highlights changes that generate higher educational benefits for Latino English learners, thus fostering stronger, more socially just two-way bilingual immersion programs.  \nThe Issues  \nPresently, the educational outcomes for Latinos in the United States are discouraging. According to data from the National Center of Education Statistics (2010) the achievement gap between White and Latino students has remained measurably unchanged for the past 20 years. Latino elementary and secondary students continue to score over 20 points lower than their White peers in both reading and math. When compared to White and African American students, Latinos have the highest high school drop out rate. Of the almost three million students in the U.S. who are English learners, the majority, 73 percent, speak Spanish (NCES, 2010) . Given the large number of students identified as Spanish-speaking English learners, national and state education agencies cannot ignore the impact of Latino English learners on schools. Gándara (2010) noted that most current educational programs and teacher practices are not adequately meeting the needs of Latino English learners; Latino English learners continue to lag behind academically.  \nAmeliorating the dire state of Latino education will require a comprehensive net of political, social, and economic support. Fervent anti-immigration sentiment and debates regarding the political and civil rights of immigrants and their children have led to legislation and policies that control the language, curriculum, and resources in the classroom. Gándara (1995), Gay (2010), Pizarro (2005) and Valenzuela (1999) assert that Latinos are often trapped in alienating classrooms where they are expected to achieve in spite of curriculum, environment, and teacher practices that are linguistically incomprehensible, culturally irrelevant, and socially demeaning. As Horwitz et al (2009) uncovered, the education of our Latino English learners is often based on politics rather than on sound educational practices.  \nGándara (2010) argues that addressing the serious concerns in the educational outcomes of Latino students requires a multifaceted continuum of support systems that follow the child from birth to bachelor’s degree. Berliner (2009) further affirms that out-ofschool factors associated with poverty, prejudice, and instructional policies and programs  \nEducational Leadership and Administration: Teaching and Program Development  \nVolume 26, March 2015  \nISSN 1064-­‐4474 © 2015 California Association of Professors of Educational Administration  \naffect the educational achievement of this population. Yet, effective educational programming can improve these students’ achievement and, as Lindholm-Leary and Genesee (2010) discovered, effective programming can help close the achievement gap. Alexander, Entwisle, and Olson (2001) noted that “schooling plays an important compensatory role” and that “schools do matter, and they matter the most when support for academic learning outside school is weak”(p. 184) .  \nCulturally and linguistically appropriate education impacts students’ school success and life chances. As Delpit (1995), Gándara (1995) (2010), Gay (2010), Irizarry & Raible (2011), Ladson-Billings (1995) and Sleeter (2012) have shown, improvi","cbCaijkr0fA2izcm","https://ap.wps.com/l/cbCaijkr0fA2izcm","pdf",225470,11,"English","# The Issues\n# Two-way bilingual education and TWBI program impacts\n## Classroom power, cultural capital, and validation\n## Educational leadership and program development\n## Culturally and linguistically responsive education","[{\"question\":\"What is the main purpose of the Participatory Action Research described in the text?\",\"answer\":\"It brings together TWBI teachers to explore awareness of power imbalance and validation of cultural capital, then collaborate on practices that promote cross-cultural competency in their classrooms.\"},{\"question\":\"What concerns does the text raise about educational outcomes for Latino students in the U.S.?\",\"answer\":\"It notes discouraging outcomes, including a persistent achievement gap in reading and math, high high school dropout rates compared with other groups, and that many English learners speak Spanish.\"},{\"question\":\"How does the text explain TWBI programs closing achievement gaps?\",\"answer\":\"It states that TWBI simultaneously provides Spanish and English instruction for different student groups, supports high achievement in two languages, elevates the minority language and culture, and can reduce dropout rates while improving academic performance.\"}]","Two-way Bilingual Education and Latino Students | PDF",1792094767,28]