Grassroots Resistance and Activism to One-Size-Fits-All and Separate-but-Equal Policies by 90:10 Dual Language Schools en comunidades Latinas

Autor/inn/en	Freire, Juan A.; Delavan, M. Garrett; Valdez, Verónica E.
Titel	Grassroots Resistance and Activism to One-Size-Fits-All and Separate-but-Equal Policies by 90:10 Dual Language Schools en comunidades Latinas
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 6, S.2124-2141 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Freire, Juan A.) ORCID (Delavan, M. Garrett) ORCID (Valdez, Verónica E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.1874868
Schlagwörter	Activism; Bilingual Schools; Bilingual Education; Educational Policy; Language Minorities; English (Second Language); Second Language Learning; Second Language Instruction; Language of Instruction; State Policy; Educational Change; Hispanic American Students; Spanish; Charter Schools; Elementary School Students; Scheduling; Language Usage; Native Language; Utah + Suchen Sie Ihr Suchwort? Aktivismus; Politischer Protest; Bilingual scholl; Bilinguale Schule; Bilingual teaching; Bilingualer Unterricht; Politics of education; Bildungspolitik; Sprachminderheit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Bildungsreform; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Spanisch; Charter school; Charter-Schule; Disposition; Sprachgebrauch
Abstract	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 thematic narrative analysis, we looked at the only two dual language bilingual education schools in the U.S. state of Utah with a 90:10 language allocation. Findings show that (a) the two charter schools were pressured in multiple ways to conform to the state's fiftyfication policy, and (b) the schools and their Latina/o communities resisted the policy and associated pressures on behalf of their students through forms of grassroots language activism and bottom-up resistance. Although these actions ultimately resulted in the official revision of the state's DLBE policy to be inclusive of multiple language allocation models, the schools had to continue their activism to benefit from the policy change as the state then moved to a separate-but-equal policy approach that continued the privileging of the 50:50 model. Implications for scholars and policymakers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01