Equity/Social Justice, Instrumentalism/Neoliberalism

Dueling Discourses of Dual Language in Principals’ Talk About Their Programs

Dados Bibliográficos

ID10817827
AutoresKatie A Bernstein (0000-0002-2816-6112, Arizona State University Tempe Arizona United States), Noah Katznelson (University of California at Berkeley Berkeley California United States), Angélica Amezcua (0000-0002-8158-9878, Arizona State University Tempe Arizona United States), Saida Mohamed (0000-0002-2552-3356, Arizona State University Tempe Arizona United States), Sarah L Alvarado (0000-0002-4222-2993, Arizona State University Tempe Arizona United States)
Ano2020
Volume54
Fascículo3
Páginas652-684
Data de publicação2020-09-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoTESOL Quarterly (JOURNAL)
Identificadores do periódicoISSN: 0039-8322 • E-ISSN: 1545-7249
EditoraWiley (PUBLISHER • GB)
DOI10.1002/tesq.582
OpenAlexW3047709947
IdiomaEN
Citações recebidas37
Referências citadas64

This study explores how principals of dual language (DL) programs draw on two dominant societal discourses around language education—linguistic instrumentalism/neoliberalism and equity/social justice—to make sense of their programs. Through in‐depth interviews with 19 principals of Spanish‐English elementary school DL programs in Arizona and California, the researchers examine (1) the ways in which the two discourses manifested in the principals’ talk, and 2) the consequences for English learners of each discursive framing. The researchers found that framing a program within each discourse led principals to different conclusions about the purpose of DL, its goals, and who should be included in it. Principals adopting a predominantly neoliberal frame understood DL as a way to gain a competitive edge, both for their schools (competing with other schools for students) and for their students (competing for future jobs at a global scale). Principals drawing primarily on social justice discourse instead understood DL as a historically contingent, collaborative movement for social transformation. The authors illustrate how the first framing can contribute to the exclusion of English learners from DL, while the latter presupposes their belonging. They also discuss future work exploring how principals come to develop their discursive framings

Dual language · Epistemology · Equity (law) · Framing (construction) · Instrumentalism · Neoliberalism (international relations) · Pedagogy · Political science · Social justice · Social science · Sociology · EFL/ESL Teaching and Learning · Law · Multilingual Education and Policy · Second Language Learning and Teaching