Abstract
Abstract Integration is a defining feature of two-way bilingual education (TWBE), yet the integrative dimension of TWBE has received relatively little attention. Over time, scholars have raised concerns that the integration of English speakers and speakers of other languages may not effectively support minority students in the program and in fact, reinforce the inequalities that exist outside of the program or school. This paper discusses the rationale for integration and critical issues of integration and equity as they have emerged at the classroom and program level. The authors provide a conclusion proposing ways forward and what is needed to realize the potential of integration as a transformative third space within TWBE.
Published Version
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