Bilingualism for All?

Bilingualism for All?

Raciolinguistic Perspectives on Dual Language Education in the United States

Edited by Nelson Flores, Assist. Prof. Amelia Tseng and Assist. Prof. Nicholas Subtirelu
Paperback $59.95 Hardcover $179.95

$59.95

Publication Date: 16th December 2020

This book adopts a raciolinguistic perspective to examine the ways in which dual language education programs in the US often reinforce the racial inequities that they purport to challenge. The chapters adopt a range of methodologies, disciplines and language foci to challenge mainstream and scholarly discourses on dual language education.

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This book adopts a raciolinguistic perspective to examine the ways in which dual language education programs in the US often reinforce the racial inequities that they purport to challenge. The chapters adopt a range of methodologies, disciplines and language foci to challenge mainstream and scholarly discourses on dual language education.

 Read More
Description

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.

Details
  • Price: $59.95
  • Pages: 296
  • Carton Quantity: 20
  • Publisher: Channel View Publications
  • Imprint: Multilingual Matters
  • Series: Bilingual Education & Bilingualism
  • Publication Date: 16th December 2020
  • Trim Size: 6.15 x 9.2 in
  • ISBN: 9781800410039
  • Format: Paperback
  • BISACs:
    EDUCATION / Educational Policy & Reform / General
    LANGUAGE ARTS & DISCIPLINES / Linguistics / General
Reviews

While this reader is compiled of multiple manuscripts that could and do stand alone, the synthesis of raciolinguistics across a plethora of contexts is what makes this book in its entirety a wonderful contribution to the field of DLE and a guide-like handbook for readers. It is a must-read for anyone interested in raciolinguistics in dual language and for those tasked with dual language program development and sustainability.

- Reka C. Barton, Sand Diego State University, USA, Language Policy 21

This collection points to the hidden injustices of racial inequality in bilingual education in the United States. It is an important read for anyone (teachers, parents, administrators) interested in making dual language education accessible to everyone.

- Louise Lemaître, OISE, University of Toronto, Canada, Language in Society 50 (2021)

This illuminating volume is an indispensable read for understanding how raciolinguistic ideologies work and how they frame bilingual education. Attending to intersections of language, race, disability, 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-López, University of California, Berkeley, USA

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, USA
Author Bio

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.

Table of Contents

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: Helping or Being Helped? The Influence of Raciolinguistic Ideologies on Parental Involvement 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?

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.

  • Price: $59.95
  • Pages: 296
  • Carton Quantity: 20
  • Publisher: Channel View Publications
  • Imprint: Multilingual Matters
  • Series: Bilingual Education & Bilingualism
  • Publication Date: 16th December 2020
  • Trim Size: 6.15 x 9.2 in
  • ISBN: 9781800410039
  • Format: Paperback
  • BISACs:
    EDUCATION / Educational Policy & Reform / General
    LANGUAGE ARTS & DISCIPLINES / Linguistics / General

While this reader is compiled of multiple manuscripts that could and do stand alone, the synthesis of raciolinguistics across a plethora of contexts is what makes this book in its entirety a wonderful contribution to the field of DLE and a guide-like handbook for readers. It is a must-read for anyone interested in raciolinguistics in dual language and for those tasked with dual language program development and sustainability.

– Reka C. Barton, Sand Diego State University, USA, Language Policy 21

This collection points to the hidden injustices of racial inequality in bilingual education in the United States. It is an important read for anyone (teachers, parents, administrators) interested in making dual language education accessible to everyone.

– Louise Lemaître, OISE, University of Toronto, Canada, Language in Society 50 (2021)

This illuminating volume is an indispensable read for understanding how raciolinguistic ideologies work and how they frame bilingual education. Attending to intersections of language, race, disability, 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-López, University of California, Berkeley, USA

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, 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: Helping or Being Helped? The Influence of Raciolinguistic Ideologies on Parental Involvement 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?