The Expropriation of Dual Language Bilingual Education: Deconstructing Neoliberalism, Whitestreaming, and English-Hegemony

Autor/inn/en	Freire, Juan A.; Gambrell, James; Kasun, G. Sue; Dorner, Lisa M.; Cervantes-Soon, Claudia
Titel	The Expropriation of Dual Language Bilingual Education: Deconstructing Neoliberalism, Whitestreaming, and English-Hegemony
Quelle	In: International Multilingual Research Journal, 16 (2022) 1, S.27-46 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Freire, Juan A.) ORCID (Gambrell, James) ORCID (Kasun, G. Sue) ORCID (Dorner, Lisa M.) ORCID (Cervantes-Soon, Claudia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2021.1929762
Schlagwörter	Bilingual Education; Web Sites; State Policy; Discourse Analysis; Policy Analysis; Neoliberalism; English Language Learners; English (Second Language); Second Language Learning; Language Minorities; Language Usage; Language of Instruction; Whites; Models; Educational Policy; Human Capital; Bilingual Education Programs; Immersion Programs; Power Structure; Educational History; Georgia; Wyoming; Delaware; Utah + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Web-Design; Diskursanalyse; Politikfeldanalyse; Neo-liberalism; Neoliberalismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachminderheit; Sprachgebrauch; Teaching language; Unterrichtssprache; White; Weißer; Analogiemodell; Politics of education; Bildungspolitik; Humankapital; Immersionsprogramm; History of education; Bildungsgeschichte
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01