Abstract
Although Dual Language Immersion Education is growing in popularity in the United States, staffing these programs represents one of the greatest challenges for school administrators. Ironically, this is the case even for Spanish-English Dual Language Immersion programs despite the fact that the United States has the second highest number of Spanish speakers of any country in the world. What barriers hinder Spanish-English Dual Language Immersion schools from filling their teaching positions? This exploratory article suggests that native-speakerism may be part of the problem. Drawing on literature from the field of English Language Teaching, this article goes further to suggest that notions of who is the ideal Dual Language teacher, unless carefully considered, may exacerbate the linguistic marginalization of U.S.-born Latinxs, a group whose Spanish-speaking abilities are too often stigmatized.
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© 2019 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- Articles
- Language ideologies, the soft g, and parody in the Turkish mother tongue classroom
- ‘Ikke snakke norsk?’ – Transnational adolescents and negotiations of family language policy explored through family interview
- Is native-speakerism impacting the Dual Language Immersion teacher shortage?
- Revisiting speech acts from the perspective of ritual: A discussion note
- Review
- English Language Ideologies in Korea: Interpreting the Past and the Present by Jinhyun Cho
Articles in the same Issue
- Frontmatter
- Articles
- Language ideologies, the soft g, and parody in the Turkish mother tongue classroom
- ‘Ikke snakke norsk?’ – Transnational adolescents and negotiations of family language policy explored through family interview
- Is native-speakerism impacting the Dual Language Immersion teacher shortage?
- Revisiting speech acts from the perspective of ritual: A discussion note
- Review
- English Language Ideologies in Korea: Interpreting the Past and the Present by Jinhyun Cho