Purpose As the demographic landscape in the USA becomes more culturally and linguistically diverse (CLD), schools must build educators’ professional knowledge and skills to better serve students whose mother tongues are not English. The purpose of this paper is to report on the formation of a network of schools collaboratively transforming their approaches to teaching and learning in order to meet the educational needs of this changing student population. Design/methodology/approach To determine how relational networks in this network affect the learning of educators to implement the bilingual education model, the authors drew from three data sources: a social network survey, semi-structured interviews and archival documents. Findings The schools in this study are engaged in a dramatic restructuring, moving from monolingual English schools to a network of two-way immersion bilingual schools. The evidence from this study revealed different information sharing structures within the relational networks. The authors found organizational structures of interactive spaces and teams supporting the relational networks that created communities of practice, and these communities of practice fostering all three aspects of profession capital (human, social and decisional). Research limitations/implications The analysis points toward the complicated nature of organizational learning within networks of schools. While some relational networks were strong, the authors also note gaps and disconnections in the network interactions, despite the structures promoting connectivity. Hence, this study sheds light on both the power and the limitation of networked learning within and across school striving to improve the teaching and learning for CLD students. Originality/value This original analysis lays the foundation for future investigations of networked learning.

中文翻译：

---

实践社区的负担和限制，以促进双语教学

目的随着美国人口结构在文化和语言上的多样化（CLD）越来越多，学校必须培养教育工作者的专业知识和技能，以便更好地为母语不是英语的学生提供服务。本文的目的是报告学校网络的形成，以协作方式改变其教学方法，以满足不断变化的学生群体的教育需求。设计/方法论/方法为了确定该网络中的关系网络如何影响教育者的学习以实施双语教育模型，作者从三个数据源中提取：社交网络调查，半结构化访谈和档案文档。调查结果本研究的学校正在进行重大的重组，从单语英语学校转变为双向浸入式双语学校网络。这项研究的证据揭示了关系网络中不同的信息共享结构。作者发现了互动空间和团队的组织结构，这些团队支持建立实践社区的关系网络，而这些实践社区促进了职业资本的所有三个方面（人力，社会和决策性）。研究的局限性/意义分析指出了学校网络内部组织学习的复杂性。尽管一些关系网络很强大，但是尽管结构促进了连通性，但作者还指出了网络交互中的差距和脱节。因此，这项研究揭示了在校内和校内网络学习的力量和局限性，努力改善CLD学生的教学。独创性/价值这种原始分析为以后的网络学习调查奠定了基础。