Abstract

While there is a plethora of literature on how to teach English as a second language and how to support language learners in the classroom, there is less discussion surrounding the value of dual language education for both native English-speakers and speakers of other languages. This thesis investigates the barriers and inequities facing dual language education, and presents potential solutions for fighting against these challenges. The thesis goes on to discuss issues prior to the implementation of a dual language program, such as the dominance of English, language education policies, and proper teacher training. It then examines considerations made in the process of implementation, such as the planning of curriculum and program logistics, and discusses the value of using translanguaging practices in a dual language context, which can be incorporated in classroom practices and can support family engagement. The thesis concludes with a discussion on standards and assessment, utilizing an example of a lesson plan for a dual language classroom that addresses specific standards and uses the concept of translanguaging within a dual language context. This paper finds that equitable dual language education is necessary in the effort to combat the linguistic hegemony of English, and that translanguaging practices can be utilized to assist in that effort, as well as in supporting student learning and uplifting the language practices of all students and encouraging dynamic bilingualism.

Advisor

Dyne, Thomas

Department

Interdepartmental

Disciplines

Applied Linguistics | First and Second Language Acquisition | Modern Languages

Keywords

dual language, bilingualism, translanguaging, United States public education system

Publication Date

2021

Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis

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© Copyright 2021 Laura E. Barnhill