Audrey Amrein|Robert A. Peña
Asymmetry in Dual Language Practice
Arizona State University|Arizona State University
capacity duallanguage programs deliver specific benefits students different primary secondary language skills continues debated individuals favoring dual language assert relies upon reciprocal approach dual language students acquire dual language proficiency without need teachers translate one language another utilizing conserving language skills students bring dual language students also gain crosscultural understandings expanded opportunity realize academic success future research explores whether programs meet needs monolingual bilingual students limited intent study criticize dual language practice instead describe newly implemented dual language immersion program exists operates phoenix arizona particular study examines practices dual language teachers leigh elementary school challenges encountered school personnel worked provide students different primary secondary language skills increased opportunities learn