Resumo

ALFONSO QUITIAN, Tania Cristina. Dual-Language Education: Bilingual Education and Minority Languages in the United States and Mexico. Pedagogía y Saberes [online]. 2017, n.47, pp.107-119. ISSN 0121-2494.

The article presents the result of a bibliographical review on the dual immersion model in the American context, which is one of the responses of the American educational system to the constant arrival of immigrants and in which the learning needs of children from ethnic and linguistic minorities must be recognized. The text recognizes the advantages and limitations of the model and also presents a description of its application to the perspective of what is known as multicultural and bilingual education in the Amuzgo community in the State of Guerrero, Mexico. Favorable results include improved academic performance, balanced bilingualism and the development of skills for multicultural communication that benefits not only children but also their families and immigrant communities. In spite of the difficulties in its implementation, this model expanded and reached the Mexican territory to favor the encounter between Spanish and Aboriginal languages.

Palavras-chave : dual immersion; ethnoeducation; bilingual education; multicultural education; linguistic maintenance; minority languages.

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