M Garrett Delavan
Biographic Data
| ID | 6008566 |
|---|---|
| NAME | M Garrett Delavan |
| GIVEN NAMES | M Garrett |
| FAMILY NAME | Delavan |
| SIGNATURE | DELAVAN M G |
| AFFILIATIONS | University of Utah |
| ORCID | 0000-0002-5577-3583 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 55 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Co-deliberating perceived constraints amid the gentrification politics of dual language bilingual education
Equitable language allocation and program models in dual language bilingual education
This theoretical article, with recommendations for practice, interrogates how the field discusses dual language bilingual education (DLBE) models in the United States, with international implications for bilingual, immersion, and content and language integrated learning contexts. We reconceptualize the equity problems and potentials of so‐called program models and language allocation as aspects of what we term linguistic resource strategy —the va…
Critical Consciousness Growth
Demographic silencing, ableism, and racialization in dual language bilingual education
Following Indigeneity to unbuild inequities in teaching for multilingualism
This theoretical article explores how Land-based education could help decolonize language education, starting from the case of dual language bilingual education (DLBE) in the United States. We invoke other scholars’ metaphor of basements versus boutiques to understand how such programs have often either been colonially marginalized into basements or colonially gentrified by middle-class White students. We extend this DLBE problematic beyond and b…
Grassroots resistance and activism to one-size-fits-all and separate-but-equal policies by 90
Bilingual education—chiefly the subcategory of dual language bilingual education—has been undergoing a pattern where the interests of language-minoritized communities have in several contexts been pushed out of the way. One aspect of this gentrification process has been the fiftyfication of dual language bilingual education policy, where privilege is placed on a 50:50 balance of language allocation between English and the partner language. Using …
Conscripted into thinking of scarce, selective, privatized, and precarious seats in dual language bilingual education
This multimodal critical discourse analysis is part of a larger equity audit of how the websites of 11 of the largest U.S. school districts discussed access to dual language bilingual education (DLBE). Prior research has frequently documented how administrators utilize DLBE programs to compete with one another for the supposedly necessary resource of privileged students, while deprioritizing language-minoritized students in ways that resemble gen…
The fiftyfication of dual language education
North American coloniality and decoloniality
Colonial and decolonial tensions manifested in a unique, Mexican school for the deaf that used Mexican Sign Language for instruction. (De)colonial tensions were inherent in the school’s work, from its non-Mexican, Foreign-origin school board to its child-of-deaf-adults principal’s vision. We observed the presence of a colonial legacy, decolonial aspirations, and (de)colonial sites of struggle; all of these worked in tension with histories of powe…
Language as Whose Resource
Utah’s public schools are home to an increasing number of K/1–6 dual language (DL) programs established through a state-centralized model that has sparked interest domestically and internationally. We theorize three potential constituencies of DL—maintenance, heritage, and world language—then use critical discourse analysis to examine how equitably multiple official state promotional materials discursively portray these constituencies and their i…
The (Dis)inclusion of Latina/o Interests from Utah’s Dual Language Education Boom
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.…
The Gentrification of Dual Language Education
The Gentrification of Dual Language Education
The (Dis)inclusion of Latina/o Interests from Utah’s Dual Language Education Boom
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.…
Conscripted into thinking of scarce, selective, privatized, and precarious seats in dual language bilingual education
This multimodal critical discourse analysis is part of a larger equity audit of how the websites of 11 of the largest U.S. school districts discussed access to dual language bilingual education (DLBE). Prior research has frequently documented how administrators utilize DLBE programs to compete with one another for the supposedly necessary resource of privileged students, while deprioritizing language-minoritized students in ways that resemble gen…
Co-deliberating perceived constraints amid the gentrification politics of dual language bilingual education
North American coloniality and decoloniality
Colonial and decolonial tensions manifested in a unique, Mexican school for the deaf that used Mexican Sign Language for instruction. (De)colonial tensions were inherent in the school’s work, from its non-Mexican, Foreign-origin school board to its child-of-deaf-adults principal’s vision. We observed the presence of a colonial legacy, decolonial aspirations, and (de)colonial sites of struggle; all of these worked in tension with histories of powe…
The (Dis)inclusion of Latina/o Interests from Utah’s Dual Language Education Boom
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.…
The Gentrification of Dual Language Education
Language as Whose Resource
Utah’s public schools are home to an increasing number of K/1–6 dual language (DL) programs established through a state-centralized model that has sparked interest domestically and internationally. We theorize three potential constituencies of DL—maintenance, heritage, and world language—then use critical discourse analysis to examine how equitably multiple official state promotional materials discursively portray these constituencies and their i…
The fiftyfication of dual language education
North American coloniality and decoloniality
Colonial and decolonial tensions manifested in a unique, Mexican school for the deaf that used Mexican Sign Language for instruction. (De)colonial tensions were inherent in the school’s work, from its non-Mexican, Foreign-origin school board to its child-of-deaf-adults principal’s vision. We observed the presence of a colonial legacy, decolonial aspirations, and (de)colonial sites of struggle; all of these worked in tension with histories of powe…
Grassroots resistance and activism to one-size-fits-all and separate-but-equal policies by 90
Bilingual education—chiefly the subcategory of dual language bilingual education—has been undergoing a pattern where the interests of language-minoritized communities have in several contexts been pushed out of the way. One aspect of this gentrification process has been the fiftyfication of dual language bilingual education policy, where privilege is placed on a 50:50 balance of language allocation between English and the partner language. Using …
Conscripted into thinking of scarce, selective, privatized, and precarious seats in dual language bilingual education
This multimodal critical discourse analysis is part of a larger equity audit of how the websites of 11 of the largest U.S. school districts discussed access to dual language bilingual education (DLBE). Prior research has frequently documented how administrators utilize DLBE programs to compete with one another for the supposedly necessary resource of privileged students, while deprioritizing language-minoritized students in ways that resemble gen…
Demographic silencing, ableism, and racialization in dual language bilingual education
Following Indigeneity to unbuild inequities in teaching for multilingualism
This theoretical article explores how Land-based education could help decolonize language education, starting from the case of dual language bilingual education (DLBE) in the United States. We invoke other scholars’ metaphor of basements versus boutiques to understand how such programs have often either been colonially marginalized into basements or colonially gentrified by middle-class White students. We extend this DLBE problematic beyond and b…
Equitable language allocation and program models in dual language bilingual education
This theoretical article, with recommendations for practice, interrogates how the field discusses dual language bilingual education (DLBE) models in the United States, with international implications for bilingual, immersion, and content and language integrated learning contexts. We reconceptualize the equity problems and potentials of so‐called program models and language allocation as aspects of what we term linguistic resource strategy —the va…
Critical Consciousness Growth
Co-deliberating perceived constraints amid the gentrification politics of dual language bilingual education
Multilingual Education and Policy (12 works) · Sociology (9 works) · Pedagogy (8 works) · Political science (8 works) · Bilingual education (6 works) · Dual language (6 works) · Law (6 works) · Gender Studies (5 works) · Linguistics (5 works) · Economics (4 works)