Dual Language as White Property
Examining a Secondary Bilingual-Education Program and Latinx Equity
Bibliographic Data
| ID | 8221663 |
|---|---|
| Authors | Laura C Chávez-Moreno (0000-0002-6804-4961, University of California, Los Angeles, corresponding author) |
| Year | 2021 |
| Volume | 58 |
| Issue | 6 |
| Pages | 1107-1141 |
| Publication date | 2021-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312211052508 |
| OpenAlex | W3212985586 |
| Language | EN |
| Citations received | 42 |
| References cited | 60 |
This critical race ethnography examines a secondary-level dual-language (DL) program, a bilingual-education model thought to provide Latinxs educational equity. Drawing from a three-stage recursive analytic approach, I present evidence that a DL program’s policies and practices valued offering Latinx youth biliterate schooling only so long as DL was available and advantageous to Whites—which ultimately excluded some Latinx students from bilingual education and/or accessing its benefits. I theorize DL functions as white property when DL perpetuates racial hierarchies and preserves the value of a white racial identity, thereby maintaining Whites’ inequitable material accumulation. I problematize the logic of DL—highlighting that DL has the elitist tendencies of world-language education—and assess DL’s potential to deliver educational justice to Latinxs
Bilingual education · Dual language · Economic Justice · Educational Equity · Epistemology · Equity (law · Ethnography · Identity (music · Neuroscience of multilingualism · Pedagogy · Political science · Property (philosophy · Sociology · Anthropology · Critical Race Theory in Education · Gender Studies · Global Education and Multiculturalism · Law · Multilingual Education and Policy · Psychology
Supporting Multilingualism in Immigrant Children
Biliteracy as Property
What is visible and invisible
“(Not) the same as it was”
Demographic silencing, ableism, and racialization in dual language bilingual education
“Hay puros blanquitos casi” (“There are almost all whites”)
Erasing Race and Disability from Educational Policies of a Chinese–English Dual Language Charter School
Brokering and (Re)membering
Beyond Grades
AI, Concepts of Intelligence, and Chatbots
“We Are Pigeonholed”
Dual Language Education and Academic Growth
Examining Race in LatCrit
Going beyond # RetireELL
Educational inequality as a consequence and cause of race
Latinx racialization in education
Tlesss
Lau v. Nichols revisited
Dual Intent in Dual-language Programs
Bridging the Gap
A Raciolinguistic and Racial Realist Critique of Dual Language’s Racial Integration
The Digital Gatekeepers
Linguistic Diversity in a Multilingual State
They are. Bilingual.”
Blackness in dual language bilingual education research
The centrality of English as one legacy of Lau
Resituating Ruiz’s orientations in language planning
Bilingual education enrollment for multilingual English learner-classified students with disabilities
Tensions using the “master’s tools”
Towards critical consciousness
A study of Lau v. Nichols’ legacy
Toward a relational racialization lens in education
The Continuum of Racial Literacies
Examining Two-Way Dual Language Program Dispersion in the Context of Neighborhood Change, Charter School Expansion, and Enrollment Decline
Multilingual identity construction of college students
Racist and Raciolinguistic Teacher Ideologies
Sociocultural Competence for Racial Justice in Dual Language Programs
You have a master’s degree, but you speak so ghetto”
This is a Very Sensitive Point”
Conceptualizing Latinx vis-à-vis Race in Education Research
Teachers and Parents at Odds
Who Are Bilinguals? Surfacing Teacher Candidates' Conceptions of Bilingualism
Dual-Language Immersion Programs
Promoting the Success of Latino Language-Minority Students
Whiteness as Property
School funding disparities and the plight of Latinx children
Language policy and the drawing of social boundaries
A Dual Immersion Strand Programme in California
A Speech Community Model of Bilingual Education
Dual language programs as a strand within a secondary school
Ethnographic Interview
Racism, Public Schooling, and the Entrenchment of White Supremacy
TheBilingual Advantage
Smartness as Property
Toward a Critical Race Theory of Education
School Stratification in New and Established Latino Destinations
Seal of Biliteracy Graduates Get Critical
The right to define
The (Dis)inclusion of Latina/o Interests from Utah’s Dual Language Education Boom
Looking Holistically in a Climate of Partiality
An Examination of the Validity of English-Language Achievement Test Scores in an English Language Learner Population
Compromises that we make”
A Critical Look at Dual Language Immersion in the New Latin@ Diaspora
Critically assessing the 1968 Bilingual Education Act at 50 years
School expenditures and academic achievement differences between high-ELL-performing and low-ELL-performing high schools
Learning to Value English
Do Latin@ interests always have to “converge” with White interests?’
Growing C-D-R (Cedar)
The construction of ‘illiterate’ and ‘literate’ youth
We teach reading this way because it is the model we’ve adopted’
Vertical Equity in School Finance and the Potential for Increasing School Responsiveness to Student and Staff Needs
Achievement and language proficiency of Latino students in dual language programmes
The Gentrification of Dual Language Education
Sounding American”
So When It Comes Out, They Aren’t That Surprised That It Is There”
Student Enrollment in World Languages
Tracking and High School English Learners
Districts’ Responses to Demographic Change
Effects of Dual-Language Immersion Programs on Student Achievement
Naturalistic inquiry
Orientations in Language Planning
Undoing Appropriateness
Education policy as an act of white supremacy
The Expansion of Dual Language Bilingual Education into New Communities and Languages
The Problems and Possibilities of Interest Convergence in a Dual Language School
Literacy and Racial Justice
The Color of Success
Race, Power, and Equity in a Multiethnic Urban Elementary School with a Dual-Language "Strand" Program
| Unique citing works | 42 |
|---|---|
| Citations per year | 10,5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 42 |