“This is our mission”
Equity and Ideological Clarity in a Montessori Dual Language School
Bibliographic Data
| ID | 22166149 |
|---|---|
| Authors | Sofía E Chaparro (0000-0001-8020-1715, University of Colorado Denver), Kathryn P Schamu (University of Colorado Denver), Elena Bacmeister (University of Colorado Denver) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-02-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1639824 |
| OpenAlex | W7128726508 |
| Language | EN |
| References cited | 36 |
Educational equity remains elusive in Two-Way Immersion Bilingual programs (TWBE), where students of color experience significant disparities in academic achievement, parental voice, and meaningful engagement compared to their white peers. This study examined teachers’ and administrators’ perspectives on equity in the context of a public Montessori Dual Language School (MDLS) within a gentrifying neighborhood. The qualitative analysis of 15 interviews revealed two primary orientations to equity: political and ideological clarity and a Montessorian approach, with some educators drawing on both. Administrators shared teachers’ views of equity; however, they adopted a broader perspective on the impacts of gentrification on TWBE program sustainability. Findings suggest the critical role of ideological and political clarity within integrated dual language bilingual schools
CLARITY · Dual language · Educational Equity · Ideology · Language ideology · Politics · Education Methods and Practices · Indigenous and Place-Based Education · Parental Involvement in Education
Negotiating Language Policies in Schools
Evaluating Montessori Education
But mom! I’m not a Spanish Boy
Dual-Language Immersion Programs
Combating Inequalities in Two-Way Language Immersion Programs
Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old
School, parents, and communities
Centering the Fourth Pillar in Times of TWBE Gentrification
Principals as linchpins in bilingual education
Bilingual student perspectives about language expertise in a gentrifying two-way immersion program
We live in the age of choice”
The (Dis)inclusion of Latina/o Interests from Utah’s Dual Language Education Boom
Sustaining a Dual Language Immersion Program
Analyzing the curricularization of language in two-way immersion education
Remodeling dual language programs
A Critical Look at Dual Language Immersion in the New Latin@ Diaspora
The Gentrification of Dual Language Education
Middle‐Class English Speakers in a Two‐Way Immersion Bilingual Classroom
Equity/Social Justice, Instrumentalism/Neoliberalism
Equity for Students Learning English in Dual Language Bilingual Education
Beyond the Methods Fetish
Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All
A raciolinguistic analysis of the neoliberal promotion of dual language education in a new Latinx South state
| Citation velocity | historical |
|---|---|
| Highly cited | No |