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Contextual Challenges to Dual‐Language Education: A Case Study of a Developing Middle School Program
Author(s) -
Freeman Rebecca
Publication year - 2000
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1525/aeq.2000.31.2.202
Subject(s) - sociology , bilingual education , dual language , context (archaeology) , ideology , dual (grammatical number) , puerto rican , pedagogy , population , sociolinguistics , mathematics education , linguistics , psychology , political science , geography , anthropology , philosophy , demography , archaeology , politics , law
This article describes how a team of urban middle school educators in Philadelphia were developing a dual‐language program to address the needs of their low‐income, predominantly Puerto Rican population. It demonstrates how the structural, sociolinguistic, and ideological context influenced the way that this bilingual program functioned on the local level, and it challenges the dichotomous thinking that characterizes most discussions of bilingual education.