https://orcid.org/0000-0003-0587-4164
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ABSTRACT
This study utilizes quantitative content analysis (QCA) and deductive qualitative approach (DQA) grounded in Ruiz’s orientations of language planning to understand the landscape of bilingual educational research. This QCA included targeted counts from bilingual journal articles (n = 102) covering methodology, participants, region, and bilingual program. DQA used coding methods to infer whether programs maintained a positive or negative iteration of bilingualism. The QCA suggests that articles published are centered on qualitative methodologies, conducted in elementary dual-language classrooms, and concentrated in the northeastern and western US. The DQA demonstrates programs maintain a language-as-resource orientation. These findings provide important implications for researchers studying bilingual education.
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No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Emily Holtz
Dr. Emily Holtz is an Assistant Professor of Elementary Education of the University of Tennessee at Knoxville. Her research focuses on equity and access within educational programming, the role of power and privilege within the public schools, and the preparation of highly qualified, culturally responsive educators in K-16 school environments.
Jemimah L. Young
Dr. Jemimah L.Young is a teacher educator and multicultural scholar in the department of Teaching, Learning, and Culture at Texas A&M University. Dr. Young’s multicultural and urban education research specialization investigates the academic outcomes of historically marginalized and minoritized populations, with a particular emphasis on Black women and girls.