Reframing Language Allocation Policy in Dual Language Bilingual Education

Autor/inn/en	Sánchez, María Teresa; García, Ofelia; Solorza, Cristian
Titel	Reframing Language Allocation Policy in Dual Language Bilingual Education
Quelle	In: Bilingual Research Journal, 41 (2018) 1, S.37-51 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2017.1405098
Schlagwörter	Educational Policy; Bilingualism; Social Justice; Bilingual Education; Educational History; Educational Practices; Code Switching (Language); Literacy; Language Usage; English (Second Language); Second Language Learning; Second Language Instruction; Language of Instruction; Elementary Secondary Education; New York + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bilingualismus; Soziale Gerechtigkeit; Bilingual teaching; Bilingualer Unterricht; History of education; Bildungsgeschichte; Bildungspraxis; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache
Abstract	This article addresses language allocation policies in what is increasingly called "Dual Language Education" (DLE) in the U.S., offering a challenge to the strict language separation policies in those programs and a proposal for flexibility that transforms them into "Dual Language Bilingual Education" (DLBE). The article offers a historical review of policies and practices in bilingual education and the ways in which the present language policies for DLE have come about. It then provides a critical assessment of those policies, which focus on teaching two languages, rather than educating students bilingually. We argue that the rigid language allocation policies of DLE ignore the sociolinguistic realities of bilingual learning for all students, especially for language-minoritized bilingual students. The main part of the article sets forth a new alternative policy proposal for language allocation that more coherently reflects the dynamic nature of bilingualism and reclaims the criticality of bilingual education and its social justice purpose. The proposal embodies an understanding of bilingual education through a translanguaging lens to open up spaces where students develop not only their bilingualism and biliteracy, but also a criticality that resists social arrangements of language normativity that differentiate and exclude. The translanguaging allocation policy proposed here works with the existing spaces for English and the Language Other than English, but introduces three components that offer the flexibility and criticality needed to educate bilingual students for the future: (1) translanguaging documentation; (2) translanguaging rings; and (3) translanguaging transformative spaces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01