TY - JOUR
T1 - “Everybody Wants a Choice” in Dual Language Education of El Nuevo Sur
T2 - Whiteness as the Gloss for Everybody in Media Discourses of Multilingual Education
AU - Cervantes-Soon, Claudia
AU - Gambrell, James
AU - Kasun, G. Sue
AU - Sun, Wenyang
AU - Freire, Juan A.
AU - Dorner, Lisa M.
N1 - Funding Information: Historically, the state legislature has not prioritized language-minoritized students, as evidenced by a lack of support for English as a Second Language (ESL) programs when educators began to struggle meeting immigrant students’ linguistic needs (Shofer, ). Thus, while a handful of equity-minded educators and academics initially saw the potential of—and advocated for—DL programs to benefit language-minoritized students, more recently, DL has been championed as a way to improve and expand world/second language education for English speakers (Thomas & Collier, ). Later, with funding from the U.S. Department of Education’s Foreign Language Assistance Program, the NCDPI developed DL programs (Cervantes-Soon, ), setting the goal of having at least one DL program in every district (Collier & Thomas, ). In turn, DL expanded rapidly across the state. In 2020, North Carolina had more than 200 DL programs in eight languages; 169 were Spanish-English DL programs (North Carolina State Board of Education Department of Public Instruction (NCDPI), ). Publisher Copyright: © 2020 Taylor & Francis Group, LLC.
PY - 2021
Y1 - 2021
N2 - Georgia and North Carolina are part of what some call the New Latinx South, a region where Latinx populations more than doubled recently. Both states have struggled to educate language minoritized students (evidenced by low graduation rates), yet are among the top three states for numbers of dual language (DL) programs in the Southeast. This model integrates English speakers and speakers of a minoritized language to promote biliteracy for all, disrupting a legacy of English-only education. Such contradictions, along with the Southeast’s complex history of racial relations, create tensions and opportunities for DL. Through media content analysis, informed by LatCrit, we examined discourses about DL to determine ways DL is framed and conceived. Findings demonstrate how public discourses perpetuated notions of whom DL should serve, and for what purposes. The discussion identifies spaces of resistance DL supporters can engage to promote democratic, rather than neoliberal, articulations of DL.
AB - Georgia and North Carolina are part of what some call the New Latinx South, a region where Latinx populations more than doubled recently. Both states have struggled to educate language minoritized students (evidenced by low graduation rates), yet are among the top three states for numbers of dual language (DL) programs in the Southeast. This model integrates English speakers and speakers of a minoritized language to promote biliteracy for all, disrupting a legacy of English-only education. Such contradictions, along with the Southeast’s complex history of racial relations, create tensions and opportunities for DL. Through media content analysis, informed by LatCrit, we examined discourses about DL to determine ways DL is framed and conceived. Findings demonstrate how public discourses perpetuated notions of whom DL should serve, and for what purposes. The discussion identifies spaces of resistance DL supporters can engage to promote democratic, rather than neoliberal, articulations of DL.
KW - Dual language education
KW - dual language immersion
KW - foreign language
KW - neoliberalism
KW - two-way immersion
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U2 - 10.1080/15348458.2020.1753201
DO - 10.1080/15348458.2020.1753201
M3 - Article
SN - 1534-8458
VL - 20
SP - 394
EP - 410
JO - Journal of Language, Identity and Education
JF - Journal of Language, Identity and Education
IS - 6
ER -