Secondary Dual-Language Learners and Emerging Pedagogies: The Intersectionality of Language, Culture, and Community

Abstract

We draw from an ethnographic research perspective to examine the potential benefits and pitfalls of dual-language secondary classrooms. The data collected come from multiple sources including classroom observations and teacher interviews from dual-language secondary classrooms. A secondary dual-language education conceptual framework is presented. Three dimensions of the DLE framework inform teachers’ pedagogical practices in the classroom: bilingualism, culture, and community engagement. Further, in this article, recommendations for effective dual-language secondary classrooms are offered as a way to advance teachers’ pedagogical practices that leverage students’ language repertoire.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional Resources

1. Jimenez, F. (2002). Breaking through. New York, NY. Houghton Mifflin.

This novel for adolescent bilingual youth can be used by all secondary teachers who are interested in supporting students’ emerging identity. The novel is a memoir of an immigrant youth living in California. Many of the themes that emerge are relatable to many multilingual and nonmultilingual students.

2. Walqui, A., & van Lier, L. (2010). Scaffolding the academic success of adolescent English language learners. San Francisco, CA: West Ed.

This is a great resource that can support DLE teachers in advancing students’ literacy and critical thinking skills. Many examples are provided to illustrate various ways to scaffold instruction to older bilingual students.

3. Colorin Colorado. http://www.colorincolorado.org

This is great website that provides teachers with many resources that will advance bilingual students’ academic success. Many videos and demonstrations are provided to support teachers in secondary dual-language education contexts