TY - JOUR
T1 - The expropriation of dual language bilingual education
T2 - deconstructing neoliberalism, whitestreaming, and English-hegemony
AU - Freire, Juan A.
AU - Gambrell, James
AU - Kasun, G. Sue
AU - Dorner, Lisa M.
AU - Cervantes-Soon, Claudia
N1 - Publisher Copyright: © 2021 Taylor & Francis Group, LLC.
PY - 2022
Y1 - 2022
N2 - A growing body of research has demonstrated that neoliberal discourses have negatively impacted dual language bilingual education (DLBE) for students designated as English learners. This study uses the concept of expropriation to refer to the co-opting and dispossessing of educational resources, opportunities, and rights from language-minoritized communities, and a shift to the reframing and reuse of these resources by white English-privileged populations for their benefit. Using Utah’s DLBE model (fiftyfication, exclusion of one-teacher model, exclusion of one-way developmental bilingual education, and strict language separation policy) as a foundational expropriation reference, we evaluated which states followed this model, how they implemented it, what discourses were used, and who the beneficiaries were. Employing critical discourse analysis, we examined DLBE policy documents gathered from states’ websites across the U.S. and found that Delaware, Georgia, and Wyoming emulated Utah’s model. Findings showed discursive gentrification propelled by English-hegemonic and neoliberal forces, which benefited white English-privileged students. We posit further analyses should consider the intersection of other policies in the context of expropriation conditions.
AB - A growing body of research has demonstrated that neoliberal discourses have negatively impacted dual language bilingual education (DLBE) for students designated as English learners. This study uses the concept of expropriation to refer to the co-opting and dispossessing of educational resources, opportunities, and rights from language-minoritized communities, and a shift to the reframing and reuse of these resources by white English-privileged populations for their benefit. Using Utah’s DLBE model (fiftyfication, exclusion of one-teacher model, exclusion of one-way developmental bilingual education, and strict language separation policy) as a foundational expropriation reference, we evaluated which states followed this model, how they implemented it, what discourses were used, and who the beneficiaries were. Employing critical discourse analysis, we examined DLBE policy documents gathered from states’ websites across the U.S. and found that Delaware, Georgia, and Wyoming emulated Utah’s model. Findings showed discursive gentrification propelled by English-hegemonic and neoliberal forces, which benefited white English-privileged students. We posit further analyses should consider the intersection of other policies in the context of expropriation conditions.
KW - Dual language bilingual education
KW - English hegemony
KW - neoliberal education
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U2 - 10.1080/19313152.2021.1929762
DO - 10.1080/19313152.2021.1929762
M3 - Article
SN - 1931-3152
VL - 16
SP - 27
EP - 46
JO - International Multilingual Research Journal
JF - International Multilingual Research Journal
IS - 1
ER -