HIGHLIGHTS
SUMMARY
Growing body of longitudinal empirical evidence demonstrates the superiority of additive DLI models in terms of promoting faster English acquisition and stronger academic achievement in the long-term for language-minority students (Thomas and Collier, 2002; Marian et_al, 2013; Umansky and Reardon, 2014; Steele et_al, 2017; Serafini et_al, 2020). Scholars have recently argued that many of the DLI programs that do exist have moved away from prioritizing the dynamic bilingualism and cultural identities of Hispanic/Latina/o/x and other minoritized communities and toward serving the needs of non-Hispanic White students and students . . .
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