Interest Convergence and Hegemony in Dual Language: Bilingual Education, but for Whom and Why?

Autor/in	Kelly, Laura Beth
Titel	Interest Convergence and Hegemony in Dual Language: Bilingual Education, but for Whom and Why?
Quelle	In: Language Policy, 17 (2018) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-016-9418-y
Schlagwörter	Bilingualism; Bilingual Education Programs; English Language Learners; Language Planning; State Legislation; Discourse Analysis; Educational Policy; Content Analysis; Guidelines; Language Minorities; Economic Factors; Language Fluency; English (Second Language); Second Language Learning; Second Language Instruction; National Security; Educational Change; Language of Instruction; Native Language; California; Arizona + Suchen Sie Ihr Suchwort? Bilingualismus; Sprachwechsel; Landesrecht; Diskursanalyse; Politics of education; Bildungspolitik; Inhaltsanalyse; Richtlinien; Sprachminderheit; Ökonomischer Faktor; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; National territory; Security; Staatsgebiet; Sicherheit; Bildungsreform; Teaching language; Unterrichtssprache; Kalifornien
Abstract	I analyze two bills from the state legislatures of California (SB 1174) and Arizona (SB 1242) that propose to expand bilingual education where English-only education was previously the default. Using a critical discourse analysis lens to conduct a directed content analysis, I ask who bilingual education is for, why it is offered, and how the proposed programs would affect the education of English learners. The theoretical framework draws heavily from interest convergence theory, which holds that minoritized communities make civil rights gains when their interests converge with interests of the majority/state. Additionally, the framework employs the idea of economic preparation through education as a hegemonic force, driving the expansion of dual language programs. The bills demonstrate the shifting discourse from supporting English learners to an economic interest in bilingualism. The Arizona bill restricts bilingual education to students who already speak English fluently, making the programs unavailable to English learners. The California bill explicitly makes the potential programs available to all students, including English learners. The bills mention multiple reasons for expanding bilingual education, but the primary emphases are economic benefits and national security. While the promotion of bilingualism is a step forward, interest convergence theory and hegemony are useful analytical tools to understand the change and ensure that all students have equitable access to language programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01