Editorial introduction: a historical overview of the expanding critique(s) of the gentrification of dual language bilingual education

Delavan, Garrett; Freire, Juan A.; Menken, Kate

doi:10.1007/s10993-021-09597-x

Cited by 21 publications

(11 citation statements)

References 61 publications

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“…However, NYSED (2021a) recently issued guidance with a revised definition of multilingual learners that includes not only designated English language learners but also "World language students." Aligned with the argument we make in this manuscript, we disagree with the state's new definition and see it as a further example of gentrification (Delavan, Freire, & Menken, 2021), so use it here as originally defined. 3.…”

Section: Discussion/conclusionmentioning

confidence: 76%

“…Valdés (1997) wrote a prescient "cautionary note" early on in which she acknowledged the potential for DLBE to ensure that bilingual education could continue, but also expressed concerns about DLBE programs being "neither progressive nor empowering," and about their failure to attend to "issues of language and power" or "intergroup relations" (p. 33). Historically, meaningful integration, in which efforts are made to mitigate inequities, has never been a core component of DLBE programs, and Delavan, Freire, and Menken (2021) pro suggest that this omission has contributed to the programs' vulnerability to gentrification.…”

Section: Research On the Gentrification Of Dlbementioning

confidence: 99%

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“There Was Nothing Here”: School Leaders Using Dual Language Bilingual Education Programs as a Formula to Re-Engineer Student Populations for School Turnaround

2023

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New York City offers an example of the national trend to expand dual language bilingual education (DLBE) programs, yet only a small proportion of multilingual learners are enrolled in these programs in city schools. Our examination of new DLBE programs in three city schools builds on research about the “gentrification” of DLBE. Specifically, our findings show how school leaders opened DLBE programs to re-engineer the demographics of their student population by enrolling more White, privileged students in the name of “school turnaround”—namely, to increase enrollment and popularity in a school choice context and improve performance on accountability measures.

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Section: Discussion/conclusionmentioning

confidence: 76%

Section: Research On the Gentrification Of Dlbementioning

confidence: 99%

“There Was Nothing Here”: School Leaders Using Dual Language Bilingual Education Programs as a Formula to Re-Engineer Student Populations for School Turnaround

2023

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“…Although ELD program offerings have grown over time, most of the expansion in bilingual instructional programs has occurred in the past two decades (Delavan et al, 2021). Despite the fact that research has long demonstrated the linguistic, cognitive, and cultural benefits to bilingual education for K-12 EL students (Gándara, 2015; Thomas & Collier, 2002), prior to 2000, only seven states offered bilingual teacher certification (Midobuche, 1999) and only 11 offered bilingual education (Garcia & Morgan, 1997).…”

Section: Intersecting Policy Contexts and Ever-el College-going Habitusmentioning

confidence: 99%

EL Policy and Immigrant Politics: State and Federal Policy and Ever-EL Students’ Postsecondary Pathways

2022

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Although current and former English Learner (EL) or “ever-EL” students comprise one of the fastest-growing K-12 populations, we still know relatively little about the factors that influence their college-going. Using Perna’s seminal college-going model as a launching point, we propose a policy-driven empirical approach to explore how state and federal policy uniquely inform ever-EL students’ academic trajectories. This model considers how EL education policy is largely defined at the federal level but interpreted and implemented by state and local actors (i.e., the Lau and Castañeda cases). In addition, largely of immigrant origin, ever-EL students are directly affected by federal immigration policy as well as state immigrant policies. We suggest that the unique status of EL education in K-12 schools and the framing of immigrant-origin communities in federal and state policies make it necessary to consider both federal and state policy contexts in ever-EL college-going research.

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“…As the above-cited works attest, mounting evidence pointed to the drawbacks of these policies on students’ educational experiences and attainment. Coupled with a growing interest nationwide in bilingualism and bilingual education, even among English-dominant, affluent families (Delavan et al, 2021; Flores, 2016), the stage was set for California to repeal its ban on bilingual education. In 2016, voters approved Proposition 58, also known as the California Education for a Global Economy Initiative (CA Ed.…”

Section: California’s Bilingual Education Policy Contextmentioning

confidence: 99%

Critical Translingual Perspectives on California Multilingual Education Policy

2022

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Policies restricting bilingual education have yielded to policy frameworks touting its benefits. This shift corresponds with evolving lines of debate, focusing now on how bilingual education can best support racialized bilingual learners. One element of this new debate is the perspective on language underlying curriculum in bilingual programs, with a focus on translanguaging– normalization of the language practices of bilingual communities and positing that bilinguals draw from a singular linguistic repertoire. This article examines initiatives undertaken in California between 2010 and 2019 using Critical Policy Analysis. The work highlights that while opportunities for translanguaging have arisen, tensions between heteroglossic perspectives and the impulses toward standardization and commodification of language undermine such possibilities, and that notable gaps remain between teacher preparation frameworks and intended pedagogical practice.

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Editorial introduction: a historical overview of the expanding critique(s) of the gentrification of dual language bilingual education

Cited by 21 publications

References 61 publications

“There Was Nothing Here”: School Leaders Using Dual Language Bilingual Education Programs as a Formula to Re-Engineer Student Populations for School Turnaround

“There Was Nothing Here”: School Leaders Using Dual Language Bilingual Education Programs as a Formula to Re-Engineer Student Populations for School Turnaround

EL Policy and Immigrant Politics: State and Federal Policy and Ever-EL Students’ Postsecondary Pathways

Critical Translingual Perspectives on California Multilingual Education Policy

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