Two-way bilingual education programs and sense of belonging: perspectives from middle school students

ABSTRACT

This exploratory study examined the experiences of middle school students in an urban two-way bilingual education (TWBE) program. Through the lens of students’ sense of belonging, the study examined how middle school students described their experiences being enrolled in a TWBE program at the primary and secondary level. Data sources included a survey (n = 68) and six small group interviews with twenty middle school students. Using four dimensions of belonging (relationships, place, agency, and inclusion) to analyze the data, the study found that students experienced a sense of belonging through a culture of care, peer relationships, and community-building activities. Translanguaging practices supported students’ identities as bilinguals and were a way to include students whose language proficiency was still in the emerging stages. Strong TWBE program cohesion appeared to positively mediate the transition from primary to secondary school. However, students experienced monolingual attitudes and ideologies outside the program, undermining their sense of belonging in school. The study concludes that TWBE programs are uniquely situated to engage in practices that support students’ sense of belonging and, through these practices, create, open up, and sustain identity options for bilingual learners in middle school.

KEYWORDS:

• Bilingual students
• dual language programme
• two-way programmes
• two-way immersion, translanguaging

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Ester J. de Jong

Dr Ester J. de Jong is Professor at the University of Florida. Her research focuses on educational equity for emergent bilinguals, with a focus on two-way bilingual education and teacher preparation.

Zach Coulter

Zach Coulter is a doctoral student in the Curriculum and Instruction PhD program at the University of Florida. He is interested in language policy, translanguaging, and curriculum theory.

Min-Chuan Tsai

Dr Min-Chuan Tsai is an adjunct assistant professor at the Open University of Kaohsiung, Taiwan. Her research focuses on the intersection of technology, culture, and second language learning.