“Everybody Wants a Choice” in Dual Language Education of El Nuevo Sur: Whiteness as the Gloss for Everybody in Media Discourses of Multilingual Education

Cervantes‐Soon, Claudia G.; Gambrell, James; Kasun, G. Sue; Sun, Wenyang; Freire, Juan A.; Dorner, Lisa M.

doi:10.1080/15348458.2020.1753201

Cited by 28 publications

(10 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There are also significant challenges that must be addressed in the DLBE context (Valdés, 1997; Flores et al, 2020). Previous studies have reported varying levels of inequities and power dynamics deeply rooted in white supremacy and global capitalism within the DLBE context (e.g., Burns, 2017; Cervantes-Soon et al, 2017, 2021; Chávez-Moreno, 2021; Flores et al, 2020; García et al, 2021; Heiman & Murakami, 2019; Muro, 2016; Palmer, 2010). Moreover, minoritized parents may feel hesitant or silenced in articulating their opinions about programs (Olivos, 2021; Olivos & Lucero, 2018) and are more likely to express gratitude, approval, or appreciation for their child’s program than white parents (Oliveira et al, 2021; Olivos, 2021; Olivos & Lucero, 2018).…”

Section: Review Of the Literaturementioning

confidence: 99%

Beyond Grades: A Holistic Parental Report Card for Korean Dual Language Programs

2023

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

Background/Context: As dual language bilingual education (DLBE) programs expand nationwide, parental feedback becomes crucial in evaluating their effectiveness and ensuring equitable access. Understanding the perspectives of diverse parental groups, including marginalized and privileged communities, is essential for developing inclusive and equitable language programs that serve all students. Furthermore, the changing demographics of students and their families with transnational experiences, along with the growing diversity in non-Spanish DLBE languages, highlight the need for research that documents diverse DLBE programs and contexts. Considering this context, acknowledging parental views on Korean programs is meaningful in valuing the opinions of parents with rich transnational experiences in one of the less-commonly taught language programs in the country. Korean dual language programs are also under-researched in the DLBE literature, despite their unique spaces where different power dynamics emerge compared to Spanish or Chinese DLBE programs. Objective and Research Question: This study aims to investigate parents’ evaluations of DLBE programs, their plans to enroll their child until the secondary level, and potential reasons for leaving DLBE programs. First, the researcher explores parents’ evaluations of Korean dual language programs (KDLPs) and examines how parental evaluation is associated with other aspects of parents’ views and characteristics, such as their demographic features, parental satisfaction with their child’s language development, integration experiences among both children and parents, and parental involvement in the program. Next, the researcher investigates whether parents plan to enroll their child in KDLPs until the secondary level (grade 8 or 12) and examines the relationship between their plan and program evaluation. The study also probes the association between parental commitment plans and other variables related to parents’ views and characteristics. Finally, the study explores potential reasons that could spur parents to leave KDLPs. Research Design: This quantitative study used survey data collected from a sample of over 450 parents of students in seven KDLPs at the elementary level in Southern California. This study employed multilevel modeling, accounting for the nested data structure of respondents within schools. The parental evaluation variable was explored by multilevel ordinary least squares (OLS) regression with a cubed form of program evaluation value as the dependent variable to explore parents’ evaluation. For examining parents’ program commitment plans, multilevel logistic regression analysis was employed. To examine the difference between Korean and non-Korean parents in potential reasons for leaving the program, this study used the Wilcoxon-Mann-Whitney test. Conclusions/Recommendations: The results show that parental evaluation of KDLPs is positively linked with satisfaction in bilingualism, biliteracy, academic rigor, and sociocultural competence variables, with satisfaction in the target language (Korean) and academic rigor having the most significant impact. The study also reveals that parents’ likelihood of enrolling their child in a secondary KDLP is influenced by the length of their child’s enrollment, satisfaction with academic rigor, and integration among children. Interestingly, program evaluation does not significantly affect enrollment decisions. The integration issue that children did not get along with students of different races and cultures was the most influential reason for leaving the KDLPs for both Korean and non-Korean parents. Non-Korean parents also cited challenges with target language instruction as a potential reason for leaving the program. In summary, the results reveal the complex nature of parental perceptions and highlight the values that parents prioritize when assessing the programs. These insights have important implications for future research on KDLPs and DLBE programs more broadly, in terms of both advancing theoretical discussions and informing empirical investigations. By shedding light on the complexities of parental evaluations, this study also proposes the need for a distinct ideological framework in Asian language programs to better understand individual experiences and promote equity and justice in those programs.

show abstract

Section: Review Of the Literaturementioning

confidence: 99%

Beyond Grades: A Holistic Parental Report Card for Korean Dual Language Programs

2023

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

show abstract

“…It is beyond this article's scope to provide a thorough review of how high-stakes testing practices in themselves disadvantage EL-identified students (see Menken, 2008). However, promoting DLBE largely as a means to remediate students' English skills has been argued to reinforce deficit perspectives and negative evaluations of minoritized communities (Cervantes-Soon et al, 2020;Flores, 2016;E. Johnson, Avineri, and D. Johnson, 2016;MacSwan, 2000).…”

Section: Measuring "Effectiveness"mentioning

confidence: 99%

“…It is beyond this article's scope to provide a thorough review of how high‐stakes testing practices in themselves disadvantage EL‐identified students (see Menken, 2008). However, promoting DLBE largely as a means to remediate students' English skills has been argued to reinforce deficit perspectives and negative evaluations of minoritized communities (Cervantes‐Soon et al, 2020; Flores, 2016; E. Johnson, Avineri, and D. Johnson, 2016; MacSwan, 2000). Effectiveness researchers do mention sociocultural benefits for DLBE beyond test scores (e.g., Collier and Thomas, 2017), but these benefits have been primarily explored through research on linguistic and cultural identities.…”

Section: Literature Review: What Exactly Does “The Research” Show?mentioning

confidence: 99%

“…Both studies examined sites under policy mandates to remediate the so-called achievement gap: discrepancies in standardized test scores between pupils from minoritized and majoritized backgrounds (Demerath, 2019;Menken, 2008). In this article, we use the terms minoritized/majoritized (Cervantes-Soon et al, 2020) to reflect the historical processes that construct relations of domination between language communities. Though some districts create DLBE programs to attract elite parents (Dorner et al, 2021), in our study sites, DLBE implementation was primarily driven by "achievement gap" concerns, and when educators mentioned "the (DLBE) research," it was usually to cite DLBE's potential to remediate that gap.Having written separate books about our studies (Henderson and Palmer, 2020;Menard-Warwick, 2018;Palmer and García-Mateus, 2022), we combined our data and adopted a common theoretical framework based on Mikhail Bakhtin (1981), in order to examine the following questions:…”

mentioning

confidence: 99%

See 1 more Smart Citation

“Research shows”: Authoritative discourse in dual language bilingual education across two school districts

Menard–Warwick

Palmer

2023

Anthropology & Edu Quarterly

View full text Add to dashboard Cite

In this article, we synthesize ethnographic data from two studies in US school districts that were implementing dual language bilingual education (DLBE) programs in order to remediate the standardized test scores of students from Spanish‐speaking families. While educators in both districts commonly cited “the research” to justify DLBE implementation, our ethnographic exploration of local research discourse highlights some ideological contradictions within DLBE that are often obscured by advocacy imperatives.

show abstract

“…In European countries, learning more than one language has a priority in education policies (Berkel-Otto et al, 2021;Neeta, 2014). Although a learner's multilingualism does not have to be at an excellent level, it refers to the ability to communicate in many languages spoken at the social and individual level (Cervantes-Soon et al, 2021;Salomon, Delgado, & Oliver, 2008).…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Technology of forming multilingual competency of biology students

Bauyrzhovna

Zharylkasynovna

Almetov

et al. 2022

WJET

View full text Add to dashboard Cite

The purpose of this research; the aim of this study is to evaluate the views of biology students on the technology of creating multilingual competencies. In this study, phenomenology design, one of the qualitative research methods, was preferred. The study group of the research consists of 80 biology students studying in biology departments at universities in Kazakhstan in the 2022–2023 academic year. The data collection tool of the research is the semi-structured interview form developed by the researchers. The content analysis method was used in the analysis of the research data. As a result of the research; it has been revealed that the majority of biology students participating in the research have moderate multilingual proficiency. The majority of biology students who evaluated the possibilities of creating multilingual competence in universities stated that they also found these opportunities at a moderate level. Regarding their motivation to benefit from multilingual competence-building technology, the majority of biology teachers stated that they were highly motivated. The results obtained from the research necessitated the reorganisation of the education given to biology students in universities in order to gain multilingual competence. Keywords: Multilingual competence, technology, biology students;

show abstract

“Everybody Wants a Choice” in Dual Language Education of El Nuevo Sur: Whiteness as the Gloss for Everybody in Media Discourses of Multilingual Education

Cited by 28 publications

References 31 publications

Beyond Grades: A Holistic Parental Report Card for Korean Dual Language Programs

Beyond Grades: A Holistic Parental Report Card for Korean Dual Language Programs

“Research shows”: Authoritative discourse in dual language bilingual education across two school districts

Technology of forming multilingual competency of biology students

Contact Info

Product

Resources

About