The Gentrification of Dual Language Education

Valdez, Verónica E.; Freire, Juan A.; Delavan, M. Garrett

doi:10.1007/s11256-016-0370-0

Cited by 167 publications

(99 citation statements)

References 32 publications

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“…Our research draws on Valdez et al.’s () approach to critical policy analysis. Following their recommendations, we attend to two aspects of educational language policy: (a) promotional and policy discourses and (b) material effects.…”

Section: Methodsmentioning

confidence: 99%

“…More specifically, we drew theoretical and methodological inspiration from the work of Valdez, Freire, and Delavan () and their approach to critical policy analysis. In their exploration of inequity in Utah's dual language programs, Valdez et al.…”

Section: A Critical Approach To Us Educational Language Policymentioning

confidence: 99%

“…In their exploration of inequity in Utah's dual language programs, Valdez et al. () prioritized (a) the ways in which purposes and goals were constructed in policy and promotional texts, and (b) the material effects of said policies. Since the Seal of Biliteracy is often presented as having desirable aims such as benefiting students that have been historically marginalized in U.S. language education (e.g., heritage language users), we believe that exploring the discourses that are used to legitimize the Seal and comparing those discourses to its actual material effects offers a robust and illuminating approach for exploring inequity as it relates to the Seal initiative.…”

Section: A Critical Approach To Us Educational Language Policymentioning

confidence: 99%

“…Valdez et al. () offer an interpretive framework for considering discourses related to Utah's dual language programs, which we adopt in this study as well. Specifically, they discuss two competing discourses used to frame the purpose of language immersion programs: Equity/Heritage (EH) and Global Human Capital (GHC) discourses.…”

Section: A Critical Approach To Us Educational Language Policymentioning

confidence: 99%

“…Moving beyond simply identifying and describing these discourses, we take up the concerns raised by Valdez et al. () and other scholars (e.g., Flores & García, ; Katznelson & Bernstein, ; Varghese & Park, ) who note that GHC discourses have become increasingly prevalent within U.S. language education and that their prevalence may be indicative of attempts to prioritize the interests of privileged stakeholders at the expense of students who are most disadvantaged by educational inequity. For example, Valdez et al.…”

Section: A Critical Approach To Us Educational Language Policymentioning

confidence: 99%

See 4 more Smart Citations

Recognizing Whose Bilingualism? A Critical Policy Analysis of the Seal of Biliteracy

Subtirelu

Borowczyk

Hernández

et al. 2019

The Modern Language Journal

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The Seal of Biliteracy is as an initiative to incentivize and credentialize bi‐/multilingualism in K–12 education in the United States. While it has been widely celebrated as a positive development in U.S. educational language policy, it is important to consider to what extent marginalized students benefit from this initiative. This critical policy analysis explores possible inequities in the way that the Seal has been promoted, enacted in policy, and implemented in schools, focused primarily on California. Three findings are reported. First, advocates and policy makers have constructed the purpose of the Seal as primarily aimed at promoting foreign or world language education, raising questions about the degree to which the recognition of language‐minoritized students’ linguistic repertoires is a focus. Second, the policy requirements for demonstrating biliteracy advantage students, especially native English‐speaking students, who are studying a foreign or world language as part of their school's curriculum. Third, schools with high percentages of students of color and students from low‐income families are less likely to participate in the program, suggesting that students privileged along lines of race and class have greater access to the program. This article concludes by suggesting improvements in policy and directions for future research that might contribute to addressing these inequities.

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Section: Methodsmentioning

confidence: 99%

Section: A Critical Approach To Us Educational Language Policymentioning

confidence: 99%

Section: A Critical Approach To Us Educational Language Policymentioning

confidence: 99%

Section: A Critical Approach To Us Educational Language Policymentioning

confidence: 99%

Section: A Critical Approach To Us Educational Language Policymentioning

confidence: 99%

See 3 more Smart Citations

Recognizing Whose Bilingualism? A Critical Policy Analysis of the Seal of Biliteracy

Subtirelu

Borowczyk

Hernández

et al. 2019

The Modern Language Journal

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Seal of Biliteracy Graduates Get Critical: Incorporating Critical Biliteracies in Dual‐Language Programs and Beyond

Colomer¹,

Chang‐Bacon²

2019

J Adolescent & Adult Lit

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Research has suggested that U.S. K–12 dual‐language and Seal of Biliteracy programs do not benefit all students equally in their recognition of students’ multilingual competencies. The authors explored the perspectives of high school Seal of Biliteracy graduates: how they conceptualized the seal and the benefits that they had or had not derived from attaining it. Through a framework of critical biliteracies, the authors drew on interview data with Seal of Biliteracy graduates to highlight the dynamics of culture, race, and power inherent to both biliteracy and bilingualism. Attention was given to how biliteracy was defined, curricular framing, and who benefited from having received the seal. Findings revealed that Seal of Biliteracy benefits were often unevenly distributed across Latinx and white participants, yet also demonstrated community building among dual‐language graduates and beyond. The authors provide recommendations for engaging a critical biliteracies approach across district, program, and classroom levels.

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Juxtaposing William and Graciela: Exploring gender nonconformity through drama‐based pedagogy in a dual‐language classroom

Caldas

2018

TESOL Journal

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Using multicultural children's books La Asombrosa Graciela and William's Doll as springboards for discussion surrounding gender roles, this study examines the role of drama‐based pedagogy in the developing understanding of gender roles in a second‐grade Spanish dual‐language classroom. This practitioner inquiry shows students’ responses to the disruption of traditional understandings of gender roles and gender nonconformity portrayed in those books as they rehearsed creative alternatives to resolve the main characters’ dilemmas. Findings show that drama‐based pedagogy (Boal, ; Dawson & Lee, ) provided a safe space for students to both rehearse and concretize their views and use their linguistic repertoires. Conversations around gender and discourses that unsettle the reproduction of fixed notions of gender are urgently needed in the classroom to alleviate the impact of gender stereotypes and potentially help children question systems that sustain gender exclusion.

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The Gentrification of Dual Language Education

Cited by 167 publications

References 32 publications

Recognizing Whose Bilingualism? A Critical Policy Analysis of the Seal of Biliteracy

Recognizing Whose Bilingualism? A Critical Policy Analysis of the Seal of Biliteracy

Seal of Biliteracy Graduates Get Critical: Incorporating Critical Biliteracies in Dual‐Language Programs and Beyond

Juxtaposing William and Graciela: Exploring gender nonconformity through drama‐based pedagogy in a dual‐language classroom

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