Overcoming the Gentrification of Dual Language, Bilingual and Immersion Education

Solution-Oriented Research and Stakeholder Resources for Real Integration
Erscheinungsjahr 2024
ISBN: 978-1-80041-429-7
Verlag: Multilingual Matters

Buch, Englisch, 304 Seiten, Format (B × H): 234 mm x 156 mm, Gewicht: 506 g

This volume proposes solutions to the gentrification of dual language, bilingual and immersion education by examining how it operates across diverse school and community contexts. It brings together studies in a number of areas including instruction, curriculum development, classroom interaction, school leadership, parent and community engagement, ideological discourse and language policy. Through academic and reader-friendly summaries of research, this book makes a strong theory-to-practice impact towards equitable integration in education programs and their surrounding neighborhoods. It draws attention to how understanding and responding to gentrification of language programs is part of the broader fight for racial and educational justice for immigrant communities in US schools, and offers practical recommendations with action steps for educators, families, school administrators, activists and other key stakeholders in language education.

The four stakeholder resource chapters in Part 2 have been made Open Access under a CC BY NC ND licence to allow all teachers and administrators to benefit from the research, with freely available practical guidance on working towards equity in language education.

To access the chapters please see the following links:

Chapter 11: Ivana Espinet, Kate Menken and Imee Hernandez: Nice-White-Parent Gentrification of a New York City Middle School: The French Dual Language Program at the School for International Studies

https://zenodo.org/records/10519199

Chapter 12: Nelson Flores: Nice White Parents and Dual Language Education

https://zenodo.org/records/10519269

Chapter 13: Deb Palmer, Emily Crawford-Rossi, Lisa Dorner, Claudia G. Cervantes-Soon and Dan Heiman: Countering Gentrification through Critical Consciousness: Recommendations and Success Stories for DLBE Educators

https://zenodo.org/records/10519319

Chapter 14: Katie A. Bernstein, Kathryn I. Henderson, Sofía Chaparro and Adriana Alvarez: Creating DLBE Programs that Center Equity in the Face of School Choice Policies

https://zenodo.org/records/10519390

Autoren/Hrsg.

Freire, Juan A.

Delavan, M. Garrett

Menken, Kate

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Sprachpolitik
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

Contributors

Nelson Flores: Foreword: Toward a Post-Gentrification Future in Bilingual Education Research, Policy and Practice

Juan A. Freire, Kate Menken and M. Garrett Delavan: An Introduction to Overcoming the Gentrification of Dual Language, Bilingual and Immersion Education

Chapter 1. M. Garrett Delavan, Juan A. Freire and Kate Menken: Setting the Foundation: Tracing the Evolving Critiques of the Gentrification of Dual Language Bilingual Education

Part 1: Research Chapters

Lens at the School Level

Chapter 2. Deborah Palmer and Suzanne García-Mateus: Colonizing Hillside Elementary: The Figured World(s) of Parent Engagement at a Gentrifying (Two-Way) Bilingual School

Chapter 3. Chris K. Chang-Bacon, Mariana Lima Becker and Gabrielle Oliveira: Contingent Commodification: Brazilian Students and the Gentrification of Portuguese–English Dual Language Bilingual Education

Chapter 4. Bingjie Zheng: The Impact of Neoliberal Multilingualism and Gentrification on Chinese DLBE Programs: Programs that Do and Don't Enroll Heritage Learners

Chapter 5. Luis E. Poza: 'Downplay that Spanish Side': The White Listening Subject in an Ethnically Homogenous Bilingual Program Cohort

Chapter 6. Ramón Antonio Martínez and CoCo Massengale: Translanguaging and Racialized Multilingual Children: Envisioning Dual Language Education for Working-Class Students of Color

Lens Beyond the School Level

Chapter 7. M. Garrett Delavan, Juan A. Freire and Verónica E. Valdez: Mass Production, Mass Marketing and Mass Displacement in DLBE Policy: A Call for Locally Crafted Programs

Chapter 8. P. Zitlali Morales, Ramona Alcalá, Norma Monsivais Diers and Nancy Domínguez-Fret: ¿Estamos Escuchando?: Creating Transformative Ruptures that Amplify Latinx Families’ Rights to DLBE in Chicagoland

Chapter 9. Trish Morita-Mullaney: Earmarking the Constellations of Financial Gentrification: The Elusivity of Funding Dual Language Bilingual Education for Emergent Bilinguals

Chapter 10. Dan Heiman, Mariela Nuñez-Janes, Ivonne Solano, César Rosales and María Fernanda Ortega: Críticos, no criticones: Applying the Actions of Critical Consciousness in an Interdisciplinary Collaboration Across Two Universities and a School District's Dual Language/ESL Department

Part 2: Stakeholder Resource Chapters

Chapter 11. Ivana Espinet, Kate Menken and Imee Hernandez: A Case of DLBE Gentrification and Tools for Engaging Stakeholders in How to Do Better

This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/10519199

Chapter 12.  Nelson Flores: Nice White Parents and Dual Language Education

This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/10519269

Chapter 13. Deborah Palmer, Emily Crawford, Lisa Dorner, Claudia Cervantes-Soon and Dan Heiman: Countering Gentrification through Critical Consciousness: Recommendations and Success Stories for DLBE Educators

This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/10519319

Chapter 14. Katie A. Bernstein, Kathryn I. Henderson, Sofía Chaparro and Adriana Alvarez: Creating DLBE Programs that Center Equity in the Face of School Choice Policies

This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/10519390

Kate Menken, Juan A. Freire and M. Garrett Delavan: Conclusion: Overcoming DLBE Gentrification by Aiming for the Commons

Index

Über Autor(innen)

Menken, Kate
Kate Menken is Professor of Linguistics at Queens College of the City University of New York (CUNY. She is Co-Editor in Chief of Language Policy. Her research interests include language education policies, bilingual education, and the experiences of emergent bilinguals and their families in U.S. public schools.

Freire, Juan A.
Juan A. Freire is Associate Professor in the School of Education at Brigham Young University, USA. His research focuses on equity in dual language bilingual education, multicultural and bilingual teacher research and language education policy and planning.

Delavan, M. Garrett
M. Garrett Delavan is Assistant Professor of World Language, Dual Language and ESOL Education at Georgia State University, USA. His research interests include equity in dual language bilingual education, discourse analysis of education policy and Earth consciousness in language education.

M. Garrett Delavan is Assistant Professor of World Language, Dual Language and ESOL Education at Georgia State University, USA. His research interests include equity in dual language bilingual education, discourse analysis of education policy and Earth consciousness in language education.

Juan A. Freire is Associate Professor in the School of Education at Brigham Young University, USA. His research focuses on equity in dual language bilingual education, multicultural and bilingual teacher research and language education policy and planning.

Kate Menken is Professor of Linguistics and TESOL at Queens College and Research Fellow at the Research Institute for the Study of Language in Urban Society, CUNY Graduate Center, USA. She is Co-Editor in Chief of Language Policy and serves on the board of various journals in bilingual education and multilingualism.