ABSTRACT

In addition to fostering bilingualism and biliteracy for all students, one of the main goals of Two-Way Immersion (TWI) programs is building positive cross-cultural relationships (). This can lead to TWI programs having ambitious goals for the kinds of bridges it can build between students, families, and communities, which is a challenge when the program brings together children from different cultural, racial and socioeconomic backgrounds. Based on an 18-month ethnography of a newly-created TWI program, this paper examines the distinct realities of the parents of children considered the “English-Speakers”, mostly White middle-class professionals, and those considered the “Spanish-speakers”, Latinx working-class immigrants, within the program. This analysis highlights how the different needs, concerns and demands of parents created contrasting challenges for the teachers and the school, and considers how the challenge of integration is one that goes beyond language and culture. Implications for TWI programs and further questions to consider are discussed.

摘要

除了为所有学生培养双语和双语能力之外，双向浸入（TWI）计划的主要目标之一是建立积极的跨文化关系（）。这可能导致TWI计划在学生，家庭和社区之间建立桥梁的目标宏伟，当该计划将来自不同文化，种族和社会经济背景的儿童召集在一起时，这是一个挑战。本文基于一项新创建的TWI计划的18个月民族志，研究了被认为是“说英语的孩子”的父母（主要是白人中产阶级专业人员）和被认为是“说西班牙语的孩子”的父母的独特现实。计划中的拉丁裔工人阶级移民。此分析强调了不同的需求，父母的担忧和要求给教师和学校带来了截然不同的挑战，并考虑了融合的挑战如何超越语言和文化。讨论了对TWI计划的影响以及需要考虑的其他问题。