Is Language a 'Right' in U.S. Education?: Unpacking "Castañeda's" Reach across Federal, State, and District Lines

Autor/inn/en	Coady, Maria R.; Ankeny, Brian; Ankeny, Raisa
Titel	Is Language a 'Right' in U.S. Education?: Unpacking "Castañeda's" Reach across Federal, State, and District Lines
Quelle	In: Language Policy, 21 (2022) 3, S.305-329 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coady, Maria R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-021-09604-1
Schlagwörter	Educational Policy; Educational Legislation; English (Second Language); Public Schools; Student Rights; Court Litigation; Educational History; State Policy; Bilingual Students; Language Minorities; Florida + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; English as second language; English; Second Language; Englisch als Zweitsprache; Public school; Öffentliche Schule; Rechtsstreit; History of education; Bildungsgeschichte; Sprachminderheit
Abstract	"Castañeda v. Pickard" (648 F.2d 989, [5th Cir. 1981]) was a significant legal case in the history of educational policy for non-native English-speaking students in the United States. The case established a three prong 'test' for programs for those students, including the right for students to have an educational program based on sound educational theory; resources and personnel to properly implement the program; and evaluation of the effectiveness of the program. After 40 years of interpretation of the "Castañeda" case, the issue of language rights for non-native English speakers in United States public schools continues to be debated by scholars and interpreted through various legal statutes and case holdings. This article examines the "Castañeda" case and its recent interpretations in the literature as applied to non-native English-speaking students. We use a theoretical lens of orientations in language planning (Ruíz 1984) and language policy text as reported by Lo Bianco and Aliani (Language planning and student experiences: Intention, rhetoric, and implementation, Multilingual Matters, 2013). We then discuss the socio-historical context of the case and position it with respect to the 1974 seminal case of "Lau v. Nichols." Using the state of Florida as an example, we next describe the complex language ecology of local and state language policies and how those relate to "Castañeda" and inhibit progress for bilingual students in Florida. We conclude with caution to academics and advocates who work on behalf of language minoritized students in the United States, with implications for international scholars. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01