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, Sofķa Chaparro and Adriana Alvarez: Creating DLBE Programs that Center Equity in the Face of School Choice Policies
https://zenodo.org/records/10519390
Recenzijas
This book is a treasure of scholarly arguments by brilliant scholars who powerfully reject the gentrification of bilingual education theories in order to build culturally and linguistically responsive policies and practices that ideologically and pedagogically resist racialized bilingual classrooms and communities. * Cristina Alfaro, San Diego State University, USA * This important book is a cautionary tale about how the best of intentions can be undermined when careful attention isnt paid to the equity challenges in dual language programs. Dual language educators would be wise to take the lessons presented here to heart and plan their programs accordingly. * Patricia C. Gįndara, University of California, Los Angeles, USA * This book engages the reader in an in-depth, critical conversation about how gentrification of dual language bilingual education (DLBE) programs affects policy and practice decision making at the program, school, district and state level, and points to ways to reconceptualize and reimagine DLBE through a new lens of integration. A terrific resource for those interested in the intersection of equity and bilingual education. * Ester J. de Jong, University of Colorado Denver, USA * In their compelling collection of studies, Delavan, Freire, and Menken offer a thoughtprovoking examination of the systemic and pervasive issues of gentrification within DLBE in the United States. They present a valuable framework for understanding and addressing the root causes of gentrification, offering tangible steps to resist the influence of more affluent and influential communities. This book is a compelling call to action, challenging educators, policymakers, and communities to strive for meaningful change in bilingual education. The provided framework is comprehensive and practical, highlighting the human aspect of DLBE programming through the lens of love, solidarity, consciousness, and hope. Detailed examples of how DLBE leadership has embraced the framework and prioritized the communities they serve, underscore the potential of advocating for equity and justice as catalysts for social change. * Aurelia Herrera, University of Texas at San Antonio, USA, Journal of Language, Identity & Education, 2024 *
Papildus informācija
First book to examine the gentrification of dual language bilingual education with a specific orientation towards finding solutions
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 Garcķa-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
PortugueseEnglish 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 Martķnez 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 Alcalį, Norma Monsivais Diers and Nancy
Domķnguez-Fret: æEstamos 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 Nuńez-Janes, Ivonne Solano, César Rosales and
Marķa Fernanda Ortega: Crķticos, 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, Sofķa 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
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.
