ABSTRACT
This chapter explores the challenges and opportunities for bilingual children as they and the adults around them strive to further develop their bilingualism in a context of programmatic language separation. It provides findings from an ethnographic discourse analysis in two kindergarten Two-way dual language (TWDL) classrooms. TWDL is an enrichment-oriented model of bilingual education that is growing in popularity in the United States. Programs are intentionally structured to admit a balance of “Spanish-speaking” and “English-speaking” students, and expect all students to participate together in integrated classroom spaces, essentially learning language and content from and with one another. Ethnography is used more and more in conjunction with discourse analysis in order to provide a contextualized account of interactional data. Ethnography of policy implementation has been developed as a way to understand the intricacies of interactional dynamics as teachers and students, administrators and policy makers negotiate the complexity of implementation of educational policy.
