Bilingual and Literacy Studies Faculty Publications and Presentations
Document Type
Article
Publication Date
8-13-2024
Abstract
This paper focuses on dual-language programs and the transformation of implementation through the lens of Itinerant Curriculum Theory (ICT), curricularized language, and personal pedagogies, and how it impacts the way educators work within a dual-language program. The pedagogies of educator practices and influences included individuals with different ideologies, education, experience, distinct backgrounds, methods, and aspirations were part of the interactive mechanisms and educator practices that were analyzed. Thus, it concludes that the mindset and pedagogical approach affects the implementation of any program or model and shows how disparate agendas shape the program, its implementation, and the effect on the child.
Recommended Citation
Orozco, J., & Whitacre, M. (2024). Hampering the Dogmatization Within the System by Building an Itinerant Practice in Bilingual Education and Dual-Language Programs. Río Bravo: A Journal of the Borderlands, 25, 202-207. https://doi.org/10.51734/hh1q3n42
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Publication Title
Río Bravo: A Journal of the Borderlands
DOI
10.51734/hh1q3n42
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Modern Languages Commons, Other Languages, Societies, and Cultures Commons
Comments
Copyright (c) 2024 Jose Orozco, Michael Whitacre.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.