The fiftyfication of dual language education
One-size-fits-all language allocation’s “equality” and “practicality” eclipsing a history of equity
Bibliographic Data
| ID | 12833934 |
|---|---|
| Authors | Juan A Freire (0000-0002-1942-7413, Brigham Young University, corresponding author), M Garrett Delavan (0000-0002-5577-3583, Georgia State University) |
| Year | 2021 |
| Volume | 20 |
| Issue | 3 |
| Pages | 351-381 |
| Publication date | 2021-03-26 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Policy (JOURNAL) |
| Journal identifiers | ISSN: 1568-4555 • E-ISSN: 1573-1863 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s10993-021-09579-z |
| OpenAlex | W3140914475 |
| Language | EN |
| Citations received | 19 |
| References cited | 44 |
Economic growth · Economics · Educational Equity · Equity (law · Gentrification · Hegemony · Language policy · Pedagogy · Political science · Politics · Popularity · Social science · Sociology · Global Education and Multiculturalism · Law · Multilingual Education and Policy · School Choice and Performance
Equitable language allocation and program models in dual language bilingual education
Tensions Between Education Policies and Standards and Educators’ Multilingual Practices
Demographic silencing, ableism, and racialization in dual language bilingual education
How Teachers and Leaders Facilitate Integration in a Two-Way Dual Language Immersion Program
Spanish language proficiency in dual language and English as a second language models
The expropriation of dual language bilingual education
Grassroots resistance and activism to one-size-fits-all and separate-but-equal policies by 90
Building dual language bilingual education without a roadmap
Bilingual Ways with Words
Sibling carework and learning across dual language bilingual spaces
North American coloniality and decoloniality
Seeding a trilingual charter school in the desert
Resituating Ruiz’s orientations in language planning
Towards critical consciousness
Dual language bilingual education for racial justice
Policy vacuums as limiting factors in equitable access to dual language bilingual education
Conscripted into thinking of scarce, selective, privatized, and precarious seats in dual language bilingual education
Mandarin DLBE district admission policies
Co-deliberating perceived constraints amid the gentrification politics of dual language bilingual education
Validating the Power of Bilingual Schooling
Chapter 3. Insights from Indigenous Language Immersion in Hawai‘i
Discourse and Silencing
Literacy as Translingual Practice
Language as a Local Practice
Language Policy
The Latino Education Crisis
Discourse across boundaries
Reframing the Debate on Language Separation
Combating Inequalities in Two-Way Language Immersion Programs
No Child Left Bilingual
Language Policy and Planning in Language Education
Contesting math as the universal language
Language as Whose Resource
Students’ Perceptions of Bilingualism in Spanish and Mandarin Dual Language Programs
Achievement in predominantly low SES/Hispanic dual language schools
Grassroots resistance and activism to one-size-fits-all and separate-but-equal policies by 90
Dual language programs as a strand within a secondary school
Introduction
Learning Through Language
I Like English Better”
Promoting Sociopolitical Consciousness and Bicultural Goals of Dual Language Education
Reframing language allocation policy in dual language bilingual education
Raise a Child, Not a Test Score
Where the true power resides”
Exito Bilingüe
Self-Designated Dual-Language Programs
Ideological collocation and the recontexualization of Wahhabi-Saudi Islam post-9/11
The Gentrification of Dual Language Education
The White Working Class, Racism and Respectability
The Additive Advantage and Bilingual Programs in a Large Urban School District
Reclassification Patterns Among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms
Secondary Dual-Language Learners and Emerging Pedagogies
Bridging the chasm between policymakers and educators
| Citations per year | 3.8 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |