Faculty Mentor

Martin Meraz Garcia

Document Type

Article

Publication Date

2018

Department

Chicano Education

Abstract

While latinos make up 18% of the American population, many analysts are noticing a problem with their education (Flores, 2017). One attempt to confront this problem is by the implementation of Dual-Language Immersion programs. The attempts to successfully transition first generation Spanish-speaking children into a predominantly English-speaking society like America have produced negative effects on their cognitive development. This establishes the premise for educational hardship throughout their scholastic development. Research has shown that Dual-Language Immersion has become an answer for this issue addressing the gaps and pitfalls that first generation Spanish-speaking children experience in a basic educational platform (Valdes, 1997). As an example, schools in Portland, Oregon have implemented many Dual Language programs that operate using a lottery system, yet some elements of these programs have sceptics suggesting that this could be leaving Latinos behind. In particular, this paper will be exploring the impact of dual language programs on Latina/o’s and how Caucasian families are also seeing the benefits of having their child attend Dual-Language Immersion programs by giving them the opportunity to be proficient in a foreign language at a young age, possibly benefiting them professionally in the future. Studies have shown that there are many benefits to Dual-Language Immersion programs not just reflected in standardized testing, but also enriching local society and developing well rounded students.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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