Hampering the Dogmatization Within the System by Building an Itinerant Practice in Bilingual Education and Dual-Language Programs
DOI:
https://doi.org/10.51734/hh1q3n42Abstract
This paper focuses on dual-language programs and the transformation of implementation through the lens of Itinerant Curriculum Theory (ICT), curricularized language, and personal pedagogies, and how it impacts the way educators work within a dual-language program. The pedagogies of educator practices and influences included individuals with different ideologies, education, experience, distinct backgrounds, methods, and aspirations were part of the interactive mechanisms and educator practices that were analyzed. Thus, it concludes that the mindset and pedagogical approach affects the implementation of any program or model and shows how disparate agendas shape the program, its implementation, and the effect on the child.
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Copyright (c) 2024 Jose Orozco, Michael Whitacre
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