Language as Whose Resource?: When Global Economics Usurp the Local Equity Potentials of Dual Language Education

Autor/inn/en	Delavan, M. Garrett; Valdez, Verónica E.; Freire, Juan A.
Titel	Language as Whose Resource?: When Global Economics Usurp the Local Equity Potentials of Dual Language Education
Quelle	In: International Multilingual Research Journal, 11 (2017) 2, S.86-100 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2016.1204890
Schlagwörter	Bilingual Education Programs; Discourse Analysis; Public Schools; Elementary School Students; Language Maintenance; Second Language Learning; Heritage Education; Native Language Instruction; Second Language Instruction; Whites; Economic Factors; Advantaged; Educational Policy; Language of Instruction; Global Approach; Access to Education; Equal Education; Neoliberalism; Student Recruitment; Information Sources; Utah + Suchen Sie Ihr Suchwort? Diskursanalyse; Public school; Öffentliche Schule; Sprachpflege; Zweitsprachenerwerb; Native language education; Muttersprachlicher Unterricht; Fremdsprachenunterricht; White; Weißer; Ökonomischer Faktor; Politics of education; Bildungspolitik; Teaching language; Unterrichtssprache; Globales Denken; Education; Access; Bildung; Zugang; Bildungszugang; Neo-liberalism; Neoliberalismus; Information source; Informationsquelle
Abstract	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 interests as well as what other discourses most strongly emerge. We found Utah's state DL discourses were targeted primarily toward a White, world language constituency, and we found that the explicit privileging of economic considerations discursively erased equity and local language concerns associated with maintenance and non-White heritage constituencies. We argue that this discursive misdirection represents a narrow application of the language-as-resource policy orientation. We conclude with implications for favoring a version of globalized language education that promotes local diversity and equitable access to opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01