Equity for English Learners in Dual Language Bilingual Education:
Persistent Challenges and Promising Practices
TESOL Quarterly announces a call for abstracts for the 2020 special topic issue on Equity for English Learners in Dual Language Bilingual Education, co-edited by Drs. Lisa M. Dorner and Claudia Cervantes-Soon. By dual language bilingual education (DLBE), we refer to programs that teach content material in two languages, with goals for bilingualism, biliteracy, and sociocultural competence. Among a variety of program models, DLBE includes: (1) one-way language immersion, primarily intended for speakers of the majority language to learn a new one; (2) two-way programs, which purposefully mix students from two language backgrounds; and (3) developmental bilingual programs. Within these programs, we are interested in research that focuses on the experiences of learning English and/or the English learner.
As DLBE proliferates across the world, studies have documented challenges with their ability to equitably and effectively serve students learning English (often called ELs). In the case of two-way programs in the US, for example, the needs and perspectives of transnational language minoritized students can quickly become overwhelmed by the desires of native English speakers (Cervantes-Soon, Dorner, et al., 2017). Meanwhile, in countries where English is not the majority language, the focus on English education may overshadow the development of one’s native or home languages. With this backdrop, TESOL Quarterly solicits research in three related areas: (1) the increasing number and variety of DLBE programs; (2) the challenges facing such programs, especially in terms of providing equitable educational opportunity to ELs; and (3) promising pedagogy, practices, and policies that combat such inequities. Authors may explore:
- How have demographic and/or political changes shaped DLBE in a wide variety of contexts (rural, suburban, urban, worldwide)? What are the demographic characteristics of students, particularly ELs, in different kinds DLBE programs?
- What kinds of inequalities and challenges exist at various levels? For example, what is the impact ofnational or state level policymaking on DLBE? What is the impact of local discourse or politics on ELs’ access to DLBE within districts or local communities? What is happening within schools and classrooms, in terms of teacher preparation and recruitment, as well as ELs’ outcomes or interactions?
- What are promising policies or pedagogies that strive to provide equitable educational programs and outcomes for ELs in DLBE? For example, how is the Seal of Biliteracy working across the US? How does the development of critical consciousness and ideological clarity support equity for transnational and language minoritized students?
Abstracts should describe empirical studies and include implications for TESOL. Contributions from all regions of the world and studies on DLBE using a variety of partner languages, including indigenous ones, are encouraged. Based on a review of abstracts, authors will be invited to submit papers for possible inclusion in the issue. Please send a 600-word abstract for a full-length article, or a 300-word abstract for a Brief Research Report, Research or Teaching Issue, or Book Review (for a definition of these options, see https://onlinelibrary.wiley.
Timeline for Authors:
· Abstract Submission to dornerl@missouri.edu: January 31, 2019
· Notification Decisions: February 21, 2019
· Full Manuscript Due: August 1, 2019
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Lisa M. Dorner, Ph.D. | Associate Professor | Cambio Center Fellow
Educational Leadership & Policy Analysis | University of Missouri
Lisa M. Dorner, Ph.D. | Associate Professor | Cambio Center Fellow
Educational Leadership & Policy Analysis | University of Missouri
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