ABSTRACT
We draw from an ethnographic research perspective to examine the potential benefits and pitfalls of dual language secondary classrooms. The data collected comes from multiple sources, including classroom observations and teacher interviews from dual language secondary classrooms. A secondary dual language education conceptual framework is presented. Three dimensions of the DLE framework inform teachers’ pedagogical practices in the classroom: bilingualism, culture, and community engagement. Further, in this chapter, recommendations for effective dual language secondary classrooms are offered as a way to advance teachers’ pedagogical practices that leverage students’ language repertoire.
