<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322018000200287</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v23n02a06</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El español como herramienta para forjar una globalización inclusiva: equidad lingüística en las aulas de doble inmersión de California]]></article-title>
<article-title xml:lang="en"><![CDATA[Spanish as a tool for inclusive globalization: Linguistic equity in double immersion classrooms in California]]></article-title>
<article-title xml:lang="fr"><![CDATA[L&#8217;espagnol comme outil pour une globalisation inclusive : équité linguistique dans les salles de classe d&#8217;immersion espagnol-anglais en Californie]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Capdevila-Gutiérrez]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Valls]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Castilla-La Mancha  ]]></institution>
<addr-line><![CDATA[Glendale CA]]></addr-line>
<country>EE. UU.</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,California State University Secondary Education Department College of Education]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<numero>2</numero>
<fpage>287</fpage>
<lpage>302</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322018000200287&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322018000200287&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322018000200287&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El creciente número de programas de doble inmersión español-inglés en Estados Unidos demanda un análisis del papel que va a tener el español como lengua vehicular dentro del aula y como nexo enriquecedor de la sociedad de este país. En este artículo teórico repasamos el impacto negativo y de segregación lingüística que tuvieron medidas como la Proposición 227 en California, para luego explorar el rol que puede llegar a desempeñar el español, tras haberse aprobado la Proposición 58, como herramienta de equidad educativa y de globalización inclusiva. Argumentamos la posibilidad de crear ámbitos educativos donde el español tenga el mismo estatus lingüístico que el inglés. Así mismo, reivindicamos el valor del español como parte intrínseca de la historia y la idiosincrasia nacional de Estados Unidos, y reafirmamos la idea de coexistencia y enriquecimiento mutuo de ambas lenguas, que nos permita convertirnos en un ejemplo de sociedad plural en términos de lengua y cultura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The growth in the number of Spanish-English double immersion programs in the United States calls for an obligatory analysis of the role that Spanish will play as a vehicular language within the classroom and as an enriching nexus of Spanish society. In this theoretical article, we will review the negative impact and linguistic segregation of measures, such as Proposition 227 in California, and then we explore the role that Spanish may have, once Proposition 58 is passed, as a tool for educational equity and inclusive globalization. We depict the possibility of creating educational areas where Spanish has the same linguistic status as English. Likewise, we claim the value of Spanish as an intrinsic part of the history and the national idiosyncrasy of the United States and reaffirm the idea of &#8203;&#8203;coexistence and mutual enrichment of both languages, becoming an example of a plural society in terms of language and culture.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé: La croissance du nombre de programmes d'immersion en espagnol-anglais aux États-Unis exige une analyse du rôle que l'espagnol jouera comme langue véhiculaire dans la classe et comme lien enrichissant de la société étatsunienne. Dans cet article, nous examinons l'impact négatif et la ségrégation linguistique des mesures telles que la Proposition 227 en Californie, puis explorons le rôle que l'espagnol peut avoir suite à l&#8217;approbation de la Proposition 58 comme outil d'équité en matière d'éducation et de mondialisation inclusive. Nous soutenons la possibilité de créer des zones éducatives où l'espagnol a le même statut linguistique que l'anglais. De même, nous revendiquons la valeur de l'espagnol comme une partie intrinsèque de l'histoire et de l'idiosyncrasie nationale des États-Unis et réaffirmons l'idée de la coexistence et de l'enrichissement mutuel des deux langues, en devenant l'exemple d'une société plurielle en termes de langue et de culture.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[español]]></kwd>
<kwd lng="es"><![CDATA[inglés]]></kwd>
<kwd lng="es"><![CDATA[doble inmersión]]></kwd>
<kwd lng="es"><![CDATA[globalización]]></kwd>
<kwd lng="es"><![CDATA[inclusión]]></kwd>
<kwd lng="es"><![CDATA[equidad lingüística.]]></kwd>
<kwd lng="en"><![CDATA[Spanish]]></kwd>
<kwd lng="en"><![CDATA[English]]></kwd>
<kwd lng="en"><![CDATA[dual-immersion]]></kwd>
<kwd lng="en"><![CDATA[globalization]]></kwd>
<kwd lng="en"><![CDATA[inclusivity]]></kwd>
<kwd lng="en"><![CDATA[linguistic equity.]]></kwd>
<kwd lng="fr"><![CDATA[espagnol]]></kwd>
<kwd lng="fr"><![CDATA[anglais]]></kwd>
<kwd lng="fr"><![CDATA[double immersion]]></kwd>
<kwd lng="fr"><![CDATA[globalisation]]></kwd>
<kwd lng="fr"><![CDATA[inclusivité]]></kwd>
<kwd lng="fr"><![CDATA[égalité linguistique]]></kwd>
</kwd-group>
</article-meta>
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