Asymmetry framework for analyzing equality in dual language programs¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article develops asymmetry, defined as "a lack of proportion," as an analytical tool for studying whether a dual language program delivers equal educational opportunity. Symmetry instances appear when the program promotes fairness, such as printing all school publications in both languages; asymmetry appears when planners move theory to practice. The framework organizes observed imbalances into three categories: instructional asymmetry (teaching practices), resource asymmetry (disproportion of learning materials), and student asymmetry (interpersonal relations among students).

Design Implications¶

Context¶

Requirements¶

• Requires analysis of a language program within its micro-level and macro-level sociopolitical context, as the article states program success must be analyzed case by case

Constraints¶

• The framework was developed and applied to a single program, Leigh Elementary, in its second year of implementation

Target Learners¶

• elementary students in two-way bilingual immersion programs
• language minority students

Target Learning Objectives¶

• bilingualism and bi-literacy in Spanish and English
• equal access to educational opportunity

Claims¶

• Spanish Resource Asymmetry Inferior Materials [+M]
• Language Clique Segregation Peer Choice [+M]
• Contrary to program guidelines, English acquisition was given priority over Spanish acquisition in practice [+W]

Related Theories¶

Examples¶

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

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