ABSTRACT
Research has suggested that dual language bilingual education (DLBE) has the potential to improve intergroup relations, reduce discrimination, and lead to societal change; however, studies have also revealed the complexity and adverse consequences of integration that warrant further investigation. This chapter situates the topic of intergroup relations in DLBE in a socio-historical context and reviews seminal scholarly work that has theorized and investigated how stakeholders from different linguistic, cultural, racial, and socioeconomic backgrounds interact in DLBE communities. We discuss how the lens of critical consciousness can complement intergroup contact theory in the context of DLBE. We review and synthesize empirical studies as they relate to four intersecting themes: (1) shared goals, (2) status, (3) cooperation, and (4) institutional support. We explore how research has documented challenges and affordances for each of these conditions related to intergroup relations in DLBE contexts. Synthesizing the research, we offer implications for future research and practice to better understand and fulfill the potential of intergroup relations in DLBE.
