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Article published In: 10th Anniversary Celebration
Edited by Pádraig Ó Duibhir and Laurent Cammarata
[Journal of Immersion and Content-Based Language Education 10:2] 2022
► pp. 286–301

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Integration in TWBE

Opportunities, challenges, and possibilities

ORCiD logo with link | University of Florida
 | William and Mary School of Education
 | Necmettin Erbakan University
Published online: 10 June 2022
DOI logo with link
https://doi.org/10.1075/jicb.21020.dej
Abstract
Integration is a defining feature of two-way bilingual education (TWBE), yet the integrative dimension of TWBE has received relatively little attention. Over time, scholars have raised concerns that the integration of English speakers and speakers of other languages may not effectively support minority students in the program and in fact, reinforce the inequalities that exist outside of the program or school. This paper discusses the rationale for integration and critical issues of integration and equity as they have emerged at the classroom and program level. The authors provide a conclusion proposing ways forward and what is needed to realize the potential of integration as a transformative third space within TWBE.
Article outline
  • 1.Introduction
  • 2.Rationale for a dual target population
  • 3.Integration issues in TWBE
    • 3.1Student integration and equity in the classroom
      • 3.1.1Language equalization
      • 3.1.2Student status
      • 3.1.3Intergroup relations
    • 3.2Integration and equity at the school level
  • 4.Promising practices and possibilities
    • 4.1Transformative pedagogies
    • 4.2Transformative leadership
  • 5.Conclusion
  • References
References (67)
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