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dc.contributor.authorInzunza, Jorgeeng
dc.contributor.authorByrnes, Mereditheng
dc.contributor.authorAlbiter, Rafaelaeng
dc.contributor.authorBell-Jimenez, Cynthiaeng
dc.contributor.authorCrist, Maryeng
dc.contributor.authorJesberger, Catherineeng
dc.contributor.authorLiu, Katrinaeng
dc.contributor.authorSolis, Bereniceeng
dc.contributor.meetingnameCambio de Colores (2016 : 15th : Columbia, Mo.)eng
dc.date.issued2017eng
dc.description.abstractThe 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.eng
dc.identifier.urihttps://hdl.handle.net/10355/60966
dc.languageEnglisheng
dc.publisherUniversity of Missouri Cambio Centereng
dc.subjectdual language education, bilingualism, biculturalism, social identity, resilienceeng
dc.titleThe construction of parent and teacher identities in bilingual settingseng
dc.typeArticleeng


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