<?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>S0123-34322021000300767</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v21n02a11</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Dual Immersion Digital Instruction: A Theoretical Model for Equitable and Inclusive Classrooms]]></article-title>
<article-title xml:lang="es"><![CDATA[Instrucción digital en doble inmersión: un modelo teórico para aulas equitativas e inclusivas]]></article-title>
<article-title xml:lang="fr"><![CDATA[Enseignement numérique à double immersion: un modèle théorique pour des salles de classe équitables et inclusives]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solsona-Puig]]></surname>
<given-names><![CDATA[Jordi,]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<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[,Glendale Unified School District  ]]></institution>
<addr-line><![CDATA[ California]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Glendale Unified School District  ]]></institution>
<addr-line><![CDATA[ California]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,California State University  ]]></institution>
<addr-line><![CDATA[Fullerton California]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<numero>3</numero>
<fpage>767</fpage>
<lpage>782</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322021000300767&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322021000300767&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322021000300767&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Dual immersion programs have proven effective in achieving biliteracy for all students. However, maintaining equitable practices at the core of such programs has become more challenging in remote learning due to the pandemic. It is necessary, therefore, to revise some of the benefits and challenges of digital instruction mediated by technology in these settings. Using a middle school Dual Immersion (DI) program in Southern California as a background, and from the perspective of bilingual education teachers and professors, this article presents a theoretical model called Dual Immersion Digital Instruction (DI2) that could serve that purpose. The model includes the five dimensions involved in just, equitable, and inclusive education: Technological, content, social, linguistic, and pedagogical. The article also analyzes the pedagogical opportunities and challenges that teachers in DI programs face in regards to each of these dimensions when all instruction becomes fully online. Finally, the article discusses how the shift to online teaching in DI classrooms could impact bilingual teacher education programs.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los programas de doble inmersión han demostrado ser efectivos en lograr la alfabetización bilingüe para todos los estudiantes. Sin embargo, mantener la equidad en tales programas se ha vuelto más complicado por el aprendizaje a distancia debido a la pandemia. Es necesario, por tanto, revisar los beneficios y retos de la Instrucción Digital mediada por la tecnología en contextos bilingües. Con un programa de Doble Inmersión (DI) de una escuela media situada al sur de California como base, y desde la perspectiva de maestros de escuela y profesores universitarios, este artículo presenta un modelo teórico llamado Instrucción digital en doble inmersión (DI2) que permitiría lograr este objetivo. El modelo aborda las cinco dimensiones necesarias para una instrucción inclusiva, justa y equitativa: tecnológica, social, lingüística, de contenido y pedagógica. El artículo también analiza las oportunidades pedagógicas y los retos que los docentes de programas de DI enfrentan en cuanto a estas dimensiones cuando la enseñanza se vuelve completamente en línea. Finalmente, el artículo presenta una reflexión sobre cómo el cambio a la instrucción en línea en programas de DI podría afectar a los programas de preparación docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Les programmes de double immersion se sont avérés efficaces pour atteindre la bilittératie pour tous les élèves. Cependant, le maintien de pratiques équitables, au c&#339;ur de ces programmes, est devenu plus difficile dans l&#8217;enseignement à distance en raison des épidémies. L&#8217;extension de cette phase d&#8217;urgence à distance implique la nécessaire révision des avantages et des défis de l&#8217;instruction numérique médiée par la technologie. En utilisant un programme de double immersion (DI) au collège dans le sud de la Californie comme contexte, et du point de vue des enseignants et des professeurs d&#8217;éducation bilingue, cet article présente un modèle théorique (DI2) qui aborde cinq dimensions impliquées dans une approche juste, équitable et une éducation inclusive : technologique, sociale, linguistique, de contenue et pédagogique. Nous explorons les opportunités pédagogiques di lorsque toutes les instructions deviennent entièrement en ligne, mettant en évidence les pratiques et les implémentations fiables qui devraient améliorer l&#8217;enseignement dans les salles de classe DI inclusives une fois la phase à distance a terminée. Nous analysons comment les programmes de préparation des enseignants bilingues devraient revoir leurs cadres, le contenu des cours et les outils d&#8217;évaluation.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Dual immersion]]></kwd>
<kwd lng="en"><![CDATA[digital instruction]]></kwd>
<kwd lng="en"><![CDATA[inclusive classrooms]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[remote learning]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[K-12]]></kwd>
<kwd lng="en"><![CDATA[online instruction.]]></kwd>
<kwd lng="es"><![CDATA[doble inmersión]]></kwd>
<kwd lng="es"><![CDATA[instrucción digital]]></kwd>
<kwd lng="es"><![CDATA[inclusión en el aula]]></kwd>
<kwd lng="es"><![CDATA[preparación docente, COVID-19]]></kwd>
<kwd lng="es"><![CDATA[educación primaria y secundaria]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje a distancia]]></kwd>
<kwd lng="fr"><![CDATA[double immersion]]></kwd>
<kwd lng="fr"><![CDATA[instruction digitale]]></kwd>
<kwd lng="fr"><![CDATA[inclusion dans la salle de classe]]></kwd>
<kwd lng="fr"><![CDATA[formation des enseignants]]></kwd>
<kwd lng="fr"><![CDATA[COVID-19]]></kwd>
<kwd lng="fr"><![CDATA[enseignement primaire et secondaire]]></kwd>
<kwd lng="fr"><![CDATA[apprentissage à distance]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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