The expropriation of dual language bilingual education: deconstructing neoliberalism, whitestreaming, and English-hegemony

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

doi:10.1080/19313152.2021.1929762

Cited by 28 publications

(12 citation statements)

References 47 publications

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“…There are approximately 4866 dual language K–8 schools in the U.S. (http://duallanguageschools.org). The two‐teacher 50–50 dual‐language immersion approach is the most commonly used in the United States (Freire et al, 2022), meaning many of these schools have 12 teachers, 2 per grade K–5, providing approximately 58,000 K–8 dual‐language teachers. However, approximately half of those would be teaching English, leaving 29,000 WL dual‐language teachers in the United States.…”

Section: Methods and Research Questionsmentioning

confidence: 99%

The World Languages Professional Life Survey: K–20 articulation through the 5 Cs and the Can‐Dos

Moss

Gambrell

2023

Foreign Language Annals

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The overarching objective of the World Language Professional Life Survey (WLPLS) was to determine the K–20 World Language (WL) profession's familiarity with both the World Readiness Standards for Learning Languages (5 Cs) and with the Can‐Do Statements (Can‐Dos). The survey strove to identify how both sets of principles might strengthen K–20 articulation in three ways: (1) WL teachers' level of formal training, (2) WL instructors' core beliefs about their pedagogical objectives, and (3) possible connections between their training and their core beliefs. The present study analyzes the findings from the survey. The researchers collected the data from the survey to determine what the relationships (if any) were between formal academic training and core pedagogical beliefs. The possible relationships check the pulse of WL professionals concerning their familiarity with the 5 Cs and the Can‐Dos which can lead to stronger articulation.

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Section: Methods and Research Questionsmentioning

confidence: 99%

The World Languages Professional Life Survey: K–20 articulation through the 5 Cs and the Can‐Dos

Moss

Gambrell

2023

Foreign Language Annals

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“…(2021), Freire et al. (2021), and Valdéz, Freire, and Delavan (2016) have pointed to the gentrification and expropriation of dual language education to White, middle‐class, English‐speaking populations. Valdez et al.…”

Section: Guiding Frameworkmentioning

confidence: 99%

“…In terms of social class, researchers such as Cervantes-Soon (2014), Flores and Garc ıa (2017), Delavan et al (2021), Freire et al (2021), andVald ez, Freire, andDelavan (2016) have pointed to the gentrification and expropriation of dual language education to White, middleclass, English-speaking populations. Valdez et al (2013) coined the term "gentrification" to "describe trends in DL that have pushed out ELs and other non-privileged students from multilingual education options" (p. 604).…”

Section: Dual Language (Dl) Educationmentioning

confidence: 99%

“…Valdez et al (2013) coined the term "gentrification" to "describe trends in DL that have pushed out ELs and other non-privileged students from multilingual education options" (p. 604). More recently, Freire et al (2021) introduced the idea of the expropriation of dual language bilingual education (DLBE) as "the act of co-opting or dispossessing language resources, opportunities, and rights of language-minoritized individuals (ELdesignated and bi/multilingual students) to benefit majoritarian communities, such as white constituencies" (p. 2). These scholars suggest that a space that was initially meant to support the social and academic development of minoritized emergent bilinguals has been co-opted and developed into a neoliberal space that dispossesses minoritized populations of their rights and assets.…”

Section: Dual Language (Dl) Educationmentioning

confidence: 99%

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“Don't Take Our Space”: Strategies, Agency, and Resistance in the White Space of a Dual Language Program

Negrette

2023

TESOL Quarterly

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This ethnographic case study investigates one dual language (DL) program in the midwestern United States. Drawing on concepts of “The White Space” (Anderson, 2015) and spaces of multilingualism (Blommaert et al., 2005), it explores the social perceptions, actions, and normative sensibilities of young children in a DL program where people of color are “typically absent, not expected, or marginalized when present” (Anderson, 2015, p. 10). This study shows how students and teachers co‐construct DL spaces and highlights how racially minoritized children resist, navigate, and (re)shape relationships in the White Space of the program. The article concludes by encouraging researchers and teacher educators to support DL teachers in their development of a critical consciousness to help them name and counteract inequities in DL programs.

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“…Historically, standards facilitate assimilation that helped empires amass land, people, and wealth. While explicit calls for linguistic assimilation have eased alongside the growth of bilingual education, the ideology has simply been repackaged and continues to filter and sort marginalized learners (Cioè-Peña, 2017, 2020aFreire et al, 2021;Kotok & DeMatthews, 2018). Those who fail to assimilate risk categorization and alienation through segregation in schools and, eventually, society (Garver & Hopkins, 2020;Vasquez Heilig & Holme, 2013).…”

Section: The Master's School: Reifying Power Through Language Instruc...mentioning

confidence: 99%

The master's tools will never dismantle the master's school: Interrogating settler colonial logics in language education

Cioè-Peña

2022

Ann Rev Appl Linguist

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Racialized students are overrepresented in special- and English-learner education programs in the United States. Researchers have pointed to implicit bias in evaluation tools and evaluators as a cause resulting in calls for more culturally competent/relevant practices/assessments. However, this paper argues that racial overrepresentation is reflective of larger settler colonial frameworks embedded in linguistic standards that continue to drive education and language ideologies/practices globally but especially in U.S. schools. First, through an analysis of an orthoepic test used during the Parsley Massacre of 1937 on the island of Hispaniola, I present how the evaluation of accented language has been used to racialize and pathologize people. Secondly, through a comparative analysis of bilingualism in the U.S. and Canada, I show how linguistic variation is only devalued when it emerges from marginalized communities, affirming the white normative gaze as a mechanism for maintaining inequitable power structures. Finally, the paper presents how these logics are present in current manifestations of bilingual education. By indicating how racially, physically, and/or neurodivergent people are othered, this paper calls on the decolonization of applied linguistics in order to effectively address the over- and disproportionate representation of Black, Indigenous, and/or Latinx students within special- and English-learner programs.

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The expropriation of dual language bilingual education: deconstructing neoliberalism, whitestreaming, and English-hegemony

Cited by 28 publications

References 47 publications

The World Languages Professional Life Survey: K–20 articulation through the 5 Cs and the Can‐Dos

The World Languages Professional Life Survey: K–20 articulation through the 5 Cs and the Can‐Dos

“Don't Take Our Space”: Strategies, Agency, and Resistance in the White Space of a Dual Language Program

The master's tools will never dismantle the master's school: Interrogating settler colonial logics in language education

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