Bilingualism for All?: Raciolinguistic Perspectives on Dual Language Education in the United States
Edited by: Nelson Flores, Amelia Tseng, Nicholas Subtirelu
- Related Formats:
- Paperback, Hardback, Ebook(PDF)
- 30th Nov 2020
- Multilingual Matters
- Number of pages:
- 234mm x 156mm
It is common for scholarly and mainstream discourses on dual language education in the US to frame these programs as inherently socially transformative and to see their proliferation in recent years as a natural means of developing more anti-racist spaces in public schools. In contrast, this book adopts a raciolinguistic perspective that points to the contradictory role that these programs play in both reproducing and challenging racial hierarchies. The book includes 11 chapters that adopt a range of methodological techniques (qualitative, quantitative and textual), disciplinary perspectives (linguistics, sociology and anthropology) and language foci (Spanish, Hebrew and Korean) to examine the ways that dual language education programs in the US often reinforce the racial inequities that they purport to challenge.
In this volume, Flores and colleagues challenge the uncritical, celebratory framing of dual language programs in the United States through a raciolinguistic perspective. The contributors offer a timely and incisive analysis of the discourses around the intersections of race, class, language, ability, and power that perpetuate colonial ideologies and practices in these programs, and offer transformative proposals for moving us forward. A must-read tour de force for anyone interested in equity in schooling and bilingual education.
Shondel Nero, New York University, USAThis illuminating volume is an indispensable read for understanding how raciolinguistic ideologies work and how they frame bilingual education. Attending to intersections of language, race, dis-ability, and class, the authors in this collection offer much-needed critical and cutting-edge analyses of a wide array of programs and practices. Their work boldly asks us to reconsider the aims of bilingual education and disrupt deeply entrenched white supremacy in schools.
Patricia Baquedano-Lopez, University of California, Berkeley, USA
Nelson Flores is Associate Professor of Educational Linguistics at the University of Pennsylvania Graduate School of Education, USA. His current projects seek to apply a raciolinguistic perspective to bilingual education in the United States.
Amelia Tseng is Assistant Professor of Linguistics and Spanish in World Languages and Cultures at American University, USA and holds a Research Associate appointment at the Smithsonian Center for Folklife and Cultural Heritage. Her research centers on multilingual repertoires, race and ethnicity, and identity construction in immigrant and diasporic communities.
Nicholas Subtirelu is Assistant Professor of Applied Linguistics at Georgetown University, USA. His recent research looks at how bilingualism is constructed as a commodity and the implications this has for racial economic justice in language education.
Introduction. Nelson Flores, Amelia Tseng and Nicholas Subtirelu: Bilingualism for All or Just for the Rich and White?
Chapter 1. M. Garrett Delavan, Juan A. Freire and Verónica E. Valdez: The Intersectionality of Neoliberal Classing with Raciolinguistic Marginalization in State Dual Language Policy: A Call for Locally Crafted Programs
Chapter 2. Crissa Stephens: Common Threads: Language Policy, Nation, Whiteness, and Privilege in Iowa's First Dual Language Program
Chapter 3. María Cioè-Peña: Dual Language and the Erasure of Emergent Bilinguals Labeled as Disabled (EBLADs)
Chapter 4. Lisa M. Dorner, Jeong-Mi Moon, Edwin Nii Bonney and Alexandria Otis: Dueling Discourses in Dual Language Education: Multilingual "Success for All" versus the Academic "Decline" of Black Students
Chapter 5. Sera J. Hernandez: Centering Raciolinguistic Ideologies in Two-Way Dual Language Education: The Politicized Role of Parents in Mediating their Children's Bilingualism
Chapter 6. Jazmín A. Muro: "American" PTA and "Latino" ELAC? Segregated Parent Organizations in Dual Immersion
Chapter 7. Sharon Avni and Kate Menken: Hebrew Dual Language Bilingual Education: The Intersection of Race, Language, and Religion
Chapter 8. Jin Sook Lee, Wona Lee and Hala Sun: Raciolinguistic Positioning of Language Models in a Korean-English Dual Language Immersion Classroom
Chapter 9. Claudia G. Cervantes-Soon, Enrique David Degollado and Idalia Nuñez: The Black and Brown Search for Agency: African American and Latinx Children's Plight to Bilingualism in a Two-Way Dual Language Program
Chapter 10. Margarita Gómez and Kristina Collins: Who Gets to Count as Emerging Bilingual? Adopting a Holistic Writing Rubric for All
Chapter 11. Suzanne García-Mateus, Kimberly A. Strong, Deborah K. Palmer and Dan Heiman: One White Student's Journey through Six Years of Elementary Schooling: Uncovering Whiteness and Privilege in Two-Way Bilingual Education
Conclusion. Nelson Flores, Nicholas Subtirelu and Amelia Tseng: Bilingualism for all? Revisiting the Question
Afterword. Guadalupe Valdés: What is the Magic Sauce?