Staff dual language classrooms with monolingual target-language teachers to prevent code-switching asymmetry¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article's discussion argues that evenly dispersing bilingual teachers across English-only and Spanish-only classrooms would only create illusions of symmetry, since code-switching potential would occur in both rooms. The author suggests that "monolingual Spanish and monolingual English teachers would facilitate an ideal match between instructional theory and program practices," allowing asymmetries to vanish while maintaining program quality. This is a forward-looking design recommendation derived from the observed trade-off between equality and quality.

Design Implications¶

Context¶

Requirements¶

• Requires an adequate supply of teachers who are monolingual in the target language of their classroom

Constraints¶

• The article acknowledges that staffing with monolingual teachers "would likely introduce an array of other challenges" it does not specify

Target Learners¶

• elementary students in two-way bilingual immersion programs

Target Learning Goals¶

• equal exposure to both languages of instruction
• full immersion in the target language

Affordances¶

• Asymmetry Framework Dual Language Equality

Related Strategies¶

Examples¶

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Key Sources¶

• Amrein, Audrey. (2000). Dual Language Asymmetry: Symbolic Inequalities. Paper presented at the Annual Meeting of the American Educational Research Association. https://eric.ed.gov/?id=ED440548