The Marketing of Dual Language Education Policy in Utah Print Media

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

doi:10.1177/0895904814556750

Cited by 49 publications

(20 citation statements)

References 39 publications

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“…Research shows that strong bilingual education programs successfully create high academic achievement and educational equity in outcomes for multilingual students (Bialystok, 2018;Rolstad, Mahoney, & Glass, 2005;Slavin & Cheung, 2005;Umansky & Reardon, 2014;Valentino & Reardon, 2015). Ironically, building on these positive assumptions about bilingualism (Valdez, Delavan, & Freire, 2016), there is increasing interest in English proficient students becoming bilingual. However, despite these findings, most multilingual students are taught in English-only programs in the United States.…”

Section: Overview Of Issues and Approachesmentioning

confidence: 99%

Preparing Content Teachers to Work with Multilingual Students

Viesca¹,

Teemant²

2019

The Handbook of TESOL in K‐12

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Section: Overview Of Issues and Approachesmentioning

confidence: 99%

Preparing Content Teachers to Work with Multilingual Students

Viesca¹,

Teemant²

2019

The Handbook of TESOL in K‐12

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“…A third source of ambiguity surrounding how FLs are understood in education today stems from scale. With some notable exceptions (e.g., Kubota & Catlett, ), much of the work done to identify the discourses used to understand the position of languages other than English in the U.S. educational system has remained at a macro level: For example, analyses have identified discourses of FL learning in American newspapers (e.g., Valdez, Delavan, & Freire, ), textbooks (e.g., Kramsch & Vinall, ), and governmental policies (e.g., Johnson, ). Examinations of the meso (institutional) or micro (individual) level have often focused on singular groups.…”

Section: Introductionmentioning

confidence: 99%

Language in a global world: A case study of foreign languages in U.S. K–8 education

Hellmich

2018

Foreign Language Annals

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Over the past decade, there have been numerous calls to update U.S. education to reflect an increasingly global world (Hull & Hellmich, 2018). Foreign languages (FLs) are often perceived as central to these efforts (American Academy of Arts & Sciences, 2017). Despite this centrality, less is known about how FLs are understood in U.S. K–12 education today, particularly at the individual and school levels. Using an ecological theoretical frame and a case study research design, this article focused on one K–8 immersion school and examined (1) the discourses that teachers, administrators, parents, and students used to understand FLs in education; (2) how their understandings impacted the learning environment; and (3) how local beliefs and behaviors aligned with larger societal philosophies and practices. Findings revealed areas of both alignment and divergence from previous literature and highlight the complex understandings that are used to position and guide FL education.

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“…Those that fall within the same triangle share key similarities. For instance, discourses of global human capital (V. E. Valdez, Delavan, & Freire, 2016) and linguistic instrumentalism (Kubota, 2011; Wee, 2003) have slightly different foci: the former on the usefulness of multilingual humans for a global economy, the latter on the usefulness of languages for the individual humans competing in that economy. Yet, both discourses rely on the same underlying logic of language as an (economic) resource.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Equity/Social Justice, Instrumentalism/Neoliberalism: Dueling Discourses of Dual Language in Principals’ Talk About Their Programs

et al. 2020

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This study explores how principals of dual language (DL) programs draw on two dominant societal discourses around language education—linguistic instrumentalism/neoliberalism and equity/social justice—to make sense of their programs. Through in‐depth interviews with 19 principals of Spanish‐English elementary school DL programs in Arizona and California, the researchers examine (1) the ways in which the two discourses manifested in the principals’ talk, and 2) the consequences for English learners of each discursive framing. The researchers found that framing a program within each discourse led principals to different conclusions about the purpose of DL, its goals, and who should be included in it. Principals adopting a predominantly neoliberal frame understood DL as a way to gain a competitive edge, both for their schools (competing with other schools for students) and for their students (competing for future jobs at a global scale). Principals drawing primarily on social justice discourse instead understood DL as a historically contingent, collaborative movement for social transformation. The authors illustrate how the first framing can contribute to the exclusion of English learners from DL, while the latter presupposes their belonging. They also discuss future work exploring how principals come to develop their discursive framings.

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The Marketing of Dual Language Education Policy in Utah Print Media

Cited by 49 publications

References 39 publications

Preparing Content Teachers to Work with Multilingual Students

Preparing Content Teachers to Work with Multilingual Students

Language in a global world: A case study of foreign languages in U.S. K–8 education

Equity/Social Justice, Instrumentalism/Neoliberalism: Dueling Discourses of Dual Language in Principals’ Talk About Their Programs

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