This article examines how bilingual programs are often guided by larger social constructs of race and language ideologies that give rise to the often inconsistent, and even contradicting, perceptions of Latina/o, Spanish-speaking students' academic preparedness and abilities. I examine a number of language ideologies as they manifested in a case study of an emerging bilingual student who went from being labeled at risk in a pre-K remedial bilingual program to gifted in a kindergarten twoway dual-language program, as he naturally progressed through one of the school district's bilingual education trajectories.In an exaggerated English-accented Spanish, my son mimics the White, Englishspeaking students in his dual-language class who are eager to learn his native language-Spanish. "Ko-mo say deesay rock en españole?" (¿Cómo se dice rock en español?). My son continues, "Y luego después que les digo que es piedra, ellos dicen 'el piedra,' en vez de 'la piedra,' y tengo que ayudarles." Although my son, Quetzin, might poke fun at his classmates' rudimentary Spanish abilities, it is clear that Quetzin serves as a language model and is perceived as smart or even gifted in his two-way dual-language classroom as a result of his Spanish language Correspondence should be addressed to
This article examines the racial discourses in the film, The Blind Side-a ''rags-to-riches'' story of black NFL player Michael Oher and his white, adopted family. The Blind Side was a large financial success amongst film viewers while also earning prestigious recognition at the 2010 Academy Awards. Despite its broad appeal and praise, this article argues that the film serves an ideological purpose-to reinforce the bonds of white supremacy. The concept of the White Cinematic Lens is introduced; a process in which the physical aspects of the film conform to ideologies of white supremacy and colorblindness. Through a critical racial analysis, we maintain that the white cinematic lens shapes nearly every physical aspect of the film, including the voiceovers, timeline, storyline, character development, settings, camera angles, and alignment of the camera. Studies of discourse and ''film talk'' are significant as they reveal how societal participants view their racial world. The white cinematic lens centers white experiences and sensibilities while shielding whites from the harsh realities of the racialized society in which we all live. Problematic stories like The Blind Side legitimize and reproduce several notions of white supremacy, including whiteness, blackness and the ''danger'' of the urban.
The WAC Clearinghouse supports teachers of writing across the disciplines. Hosted by Colorado State University, and supported by the Colorado State Univeristy Open Press, it brings together scholarly journals and book series as well as resources for teachers who use writing in their courses. This book is available in digital formats for free download at wac. colostate.edu.
This article presents a critical, new historical analysis of the 2010 U.S. Census form. The authors demonstrate that the Hispanic origin and race questions, as currently formulated, imply a ''double occupancy of Hispanics'' that serves a dual function: to simultaneously monitor the Hispanic population growth and inflate the white count by incorporating Hispanics into the white racial category. This double occupancy of Hispanics results in skewed data analyses that support specific political agendas and ultimately produce racial inequities.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.