Abstract
ABSTRACTThis article explores the placement practices of students into different educational programs in PreK–first grade, including two bilingual education programs and an ESL “mainstream” classroom. We then examine the discourse practices of four third-grade teachers and the school principal. Our findings suggest that initial program placement resulted in a perception that students were tracked by ability, and educator discourses on student ability reflected long-term consequences of these initial placement practices. We conclude with both theoretical implications and practical suggestions for the development of equitable dual language bilingual education program implementation.
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