Dual language bilingual education (DLBE) is a unique form of bilingual education that has the potential to preserve and develop the heritage languages of emergent bilinguals, foster high levels of bilingualism, and address academic disparities, thereby changing emergent bilinguals’ educational conditions and learning outcomes. Yet, DLBE schools and programs are nested within a broader sociopolitical context which may attenuate the benefits of DLBE. To address the construction of DLBE as a panacea for equity, this study examines a cohort of emergent bilinguals’ academic achievement, middle school course placements, and course grades across 6 school years. The conceptual lens of equity traps is employed to demonstrate how equity is metaphorically trapped within the institutional constraints of schools, specifically master schedules that have courses that range from remedial to advanced. Findings demonstrate that emergent bilinguals in DLBE programs have higher achievement in English language arts (ELA) and math over emergent bilinguals in English as a second language programs. However, emergent bilinguals in DLBE programs also are shielded from advanced‐level electives, reducing future opportunities to learn math and science in high school, demonstrating a unique form of exclusionary tracking. The authors propose a structural matrix that stakeholders can use to examine the equity constraints of DLBE.

中文翻译：

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掩盖双语双语教育中的公平性：双语双语成绩，课程安排和成绩的纵向研究

双语双语教育（DLBE）是一种独特的双语教育形式，它有可能保存和发展新兴双语者的传统语言，促进高水平的双语能力并解决学术差异，从而改变新兴双语者的教育条件和学习成果。但是，DLBE学校和计划嵌套在更广泛的社会政治环境中，这可能会削弱DLBE的优势。为了解决将DLBE构建为实现公平的灵丹妙药的问题，本研究考察了新兴双语者的学习成绩，中学课程位置以及6个学年的课程等级。股权陷阱的概念镜头被用来证明公平是如何隐喻地被束缚在学校的制度约束之内的，特别是掌握从补习到高级课程的总时间表。研究结果表明，与作为第二语言程序的英语紧急双语相比，DLBE程序中的紧急双语具有更高的英语语言艺术（ELA）和数学成就。但是，DLBE计划中的新兴双语人员也不受高级选修课的保护，从而减少了将来在高中学习数学和科学的机会，这证明了排他性跟踪的独特形式。作者提出了一个结构矩阵，利益相关者可以用来检查DLBE的股权约束。