“We live in the age of choice”: school administrators, school choice policies, and the shaping of dual language bilingual education

Bernstein, Katie A.; Álvarez, Adriana; Chaparro, Sofía; Henderson, Kathryn

doi:10.1007/s10993-021-09578-0

Cited by 17 publications

(8 citation statements)

References 55 publications

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“…Similar patterns have been documented in the marketing of Utah's expansion of Spanish/English language programs across the state (Valdez et al, 2016). Even in states with long histories of Latinx-led bilingual education programming, school choice policies have shifted bilingual school administrators' perspectives and practices toward neoliberalized framings of education as competition, and school leaders' roles as marketers who cater to their 'customers' (Bernstein et al, 2021). Related tensions were apparent in Kim and Dorner's (2020) analysis of the websites of six school systems in Missouri.…”

Section: School Marketing and El-labeled Studentsmentioning

confidence: 68%

“…Moreover, the typology's attention to school marketization may also be relevant for public schools that increasingly take up bilingual education within neoliberal paradigms (e.g. Bernstein et al, 2021;Cervantes-Soon et al, 2017;Valdez et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…While more recent justifications for school choice reforms have adopted a language of racial equity (Gooden et al, 2016), competition and parents' logical decision-making are often proposed as key mechanisms to enhance educational equity within this perspective. Still, the actual implementation of school choice policies and their interrelations with language education remain understudied (Bernstein et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

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Selling and resisting English-medium schooling on Milwaukee’s multilingual Near South Side: A typology of choice schools’ marketing strategies

Hurie

Palmer

2022

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Extant research has emphasized the importance of information to help families of English learner-identified children to navigate school choice structures, and raised critical questions about the information that is made available through school marketing. At a time of increasing tension around school choice and the rapid expansion of certain forms of bilingual education, we argue for the importance of documenting language minoritized parents’ experiential knowledge as one means of combating choice-based exclusion. Drawing from theories of racial capitalism, language ideologies, and language policy, we analyze charter and voucher school websites and interview data from a nine-month critical bifocal ethnography on the intersections and tensions between bilingual education and school choice policy in Milwaukee, Wisconsin. Our findings identify six marketing strategies that choice schools employed on Milwaukee’s Near South Side, a place with high concentrations of Spanish-speaking, low-income Latinx families. We also present one working-class Mexican father’s narrative of choosing a school for his child as an example of the ways in which parents actively resist the racializing logics embedded within choice-based, marketized school systems. The article provides policy agents with a typology to help generate additional, place-specific analyses of the marketization of language education in multilingual communities.

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Section: School Marketing and El-labeled Studentsmentioning

confidence: 68%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Selling and resisting English-medium schooling on Milwaukee’s multilingual Near South Side: A typology of choice schools’ marketing strategies

Hurie

Palmer

2022

EPAA

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“…DLBE has become one of a menu of school choice options that is marketed to privileged families, and researchers have documented how these neoliberal framings of bilingual education promoting the instrumental value of multilingualism have contributed to DLBE gentrification (Bernstein et al., 2021; Cervantes-Soon et al., 2021; Kim, 2020; Pearson et al., 2015; Roda, 2018). Researchers have also found that new DLBE programs tend to be located in White, middle-class neighborhoods instead of in the areas in which MLLs reside (Morales & Rao, 2015), and that the gentrification of DLBE programs is intensified in gentrified neighborhoods (Chaparro, 2017; Delavan, Freire, & Valdez, 2021; García-Mateus, 2023; Heiman, 2017).…”

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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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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“…For Latino parents, this is not a choice in the same way as it is for non‐Latino English‐speaking parents. As TWI is being commodified and used as a “competitive edge” in the neoliberal environment of competitive schooling markets (Bernstein, Alvarez, Chaparro, & Henderson, forthcoming), teachers and educational leaders need to understand what is at stake for Latinos and Latinas. For immigrants, learning English is not a choice.…”

Section: The Poetry Of Latina Immigrant Mothers: Thoughts On Implicat...mentioning

confidence: 99%

Pero Aquí se Habla Inglés: Latina Immigrant Mothers’ Experiences of Discrimination, Resistance, and Pride Through Antropoesía

Chaparro

2020

TESOL Quarterly

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This article examines the experiences of Latina mothers in one two‐way immersion Spanish‐English bilingual program in the United States. Through a qualitative analysis of ethnographic interviews and their selective transcription as verse—or antropoesía—this analysis seeks to illuminate the phenomenological aspects of what it means to be a Latina migrant mother. These poetic transcriptions evoke the themes of migration, of not knowing English, of discrimination, of resistance to English‐only discourses, and of pride in children’s bilingualism. Understanding the experiences of Latinx immigrant parents in schools is critical for both research and practice, given the important role that families and caregivers play in the education of children. In order to do justice to such experiences the author argues that we must learn to critically listen, and to do so requires us to represent our participants’ experiences differently in our work.

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“We live in the age of choice”: school administrators, school choice policies, and the shaping of dual language bilingual education

Cited by 17 publications

References 55 publications

Selling and resisting English-medium schooling on Milwaukee’s multilingual Near South Side: A typology of choice schools’ marketing strategies

Selling and resisting English-medium schooling on Milwaukee’s multilingual Near South Side: A typology of choice schools’ marketing strategies

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

Pero Aquí se Habla Inglés: Latina Immigrant Mothers’ Experiences of Discrimination, Resistance, and Pride Through Antropoesía

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