The construction of parent and teacher identities in bilingual settings
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The implementation of dual language programs, also called bilingual education, in a community not only involve pedagogical and didactic changes, but also offer important and often not measured cultural transformations. In this study, we found that both families and teachers who were involved in a dual language program experienced tensions in building their roles and identities in contexts of discrimination and supremacy of Anglo-Saxon culture. We suggest that these factors should be taken into account in the design of local language policies.
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