The (Dis)inclusion of Latina/o Interests from Utah's Dual Language Education Boom

Autor/inn/en	Freire, Juan A.; Valdez, Verónica E.; Delavan, M. Garrett
Titel	The (Dis)inclusion of Latina/o Interests from Utah's Dual Language Education Boom
Quelle	In: Journal of Latinos and Education, 16 (2017) 4, S.276-289 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Freire, Juan A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2016.1229617
Schlagwörter	Critical Theory; Race; Bilingual Education; Bilingualism; English (Second Language); Spanish; Hispanic American Students; Bilingual Education Programs; Discourse Analysis; Utah + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Bilingual teaching; Bilingualer Unterricht; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Diskursanalyse
Abstract	Utah's state planned model of dual language education has grown and spread rapidly. Drawing on critical race theory and LatCrit, we examined state policy documents and promotional materials for their discursive portrayal of Latinas/os. Our analysis revealed a pattern of centering the interests of the White, English-dominant majority and those without an ethnic connection to the target language, while marginalizing or silencing Latina/o interests. Implications for dual language education stakeholders are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01