A Critical Review of Bilingual Education in the United States: From Basements and Pride to Boutiques and Profit

doi:10.1017/S0267190517000162

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A Critical Review of Bilingual Education in the United States: From Basements and Pride to Boutiques and Profit

Journal Article•DOI•

A Critical Review of Bilingual Education in the United States: From Basements and Pride to Boutiques and Profit

01 Sep 2017-Annual Review of Applied Linguistics (Cambridge University Press (CUP))-Vol. 37, pp 14-29

TL;DR: The authors connect the institutionalization of bilingual education to a post-Civil Rights racial formation that located the root of educational inequalities in the psychological condition of people of color in ways that obscured the structural barriers confronting communities of color.

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Abstract: In this article we connect the institutionalization of bilingual education to a post–Civil Rights racial formation that located the root of educational inequalities in the psychological condition of people of color in ways that obscured the structural barriers confronting communities of color. Within this context, bilingual education was institutionalized with the goal of instilling cultural pride in Latinx students in ways that would remediate their perceived linguistic deficiencies. This left bilingual educators struggling to develop affirmative spaces for Latinx children within a context where these students continued to be devalued by the broader school and societal context. More recent years have witnessed the dismantling of these affirmative spaces and their replacement with two-way immersion programs that seek to cater to White middle-class families. While these programs have offered new spaces for the affirmation of the bilingualism of Latinx children, they do little to address the power hierarchies between the low-income Latinx communities and White middle-class communities that are being served by these programs. We end with a call to situate struggles for bilingual education within broader efforts to combat the racialization of Latinx and other minoritized communities.

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The darker side of the Renaissance: literacy, terrotoriality, and colonization

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Walter D. Mignolo

01 Jan 1995

Abstract: Winner of the Modern Language Association's Katherine Singer Kovacs Prize."The Darker Side of the Renaissance "weaves together literature, semiotics, history, historiography, cartography, geography, and cultural theory to examine the role of language in the colonization of the New World.Walter D. Mignolo locates the privileging of European forms of literacy at the heart of New World colonization. He examines how alphabetic writing is linked with the exercise of power, what role "the book" has played in colonial relations, and the many connections between writing, social organization, and political control. It has long been acknowledged that Amerindians were at a disadvantage in facing European invaders because native cultures did not employ the same kind of texts (hence "knowledge") that were validated by the Europeans. Yet no study until this one has so thoroughly analyzed either the process or the implications of conquest and destruction through sign systems.Starting with the contrasts between Amerindian and European writing systems, Mignolo moves through such topics as the development of Spanish grammar, the different understandings of the book as object and text, principles of genre in history-writing, and an analysis of linguistic descriptions and mapping techniques in relation to the construction of territoriality and understandings of cultural space."The Darker Side of the Renaissance" will significantly challenge commonplace understandings of New World history. More importantly, it will continue to stimulate and provide models for new colonial and post-colonial scholarship.." . . a contribution to Renaissance studies of the first order. The field will have to reckon with it for years to come, for it will unquestionably become the point of departure for discussion not only on the foundations and achievements of the Renaissance but also on the effects and influences on colonized cultures." -- "Journal of Hispanic/ Latino Theology"Walter D. Mignolo is Professor in the Department of Romance Studies and the Program in Literature, Duke University.

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619 citations

Journal Article•DOI•

Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto

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Ofelia García¹, Nelson Flores², Kate Seltzer³, Li Wei⁴, Ricardo Otheguy¹, Jonathan Rosa⁵ - Show less +2 more•Institutions (5)

City University of New York¹, University of Pennsylvania², Rowan University³, Institute of Education⁴, Stanford University⁵

20 Aug 2021-Critical Inquiry in Language Studies

TL;DR: Following Boaventura de Sousa Santos, the authors reject the type of "abyssal thinking" that erases the existence of counter-hegemonic knowledges and lifeways, adopting instead the...

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Abstract: Following Boaventura de Sousa Santos, the authors of this article reject the type of “abyssal thinking” that erases the existence of counter-hegemonic knowledges and lifeways, adopting instead the ...

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125 citations

Cites background from "A Critical Review of Bilingual Educ..."

...On the ground, however, bilingual education efforts of Latinx communities were not focused on bilingualism in isolation, whether additive or subtractive, but rather were meant to advance the community’s overall well-being (Flores & García, 2017; García & Sung, 2018)....
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...…Ricans, and Native Americans who were involved in the early Civil Rights movement, education for their children was not solely about language, but about their rights to fair housing, jobs, income, as well as their right to educate their own children (Flores, 2016, 2017; Flores & García, 2017)....
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...…communities, and has instead been used to attract monolingual students, often from dominant white groups, to stratify public schools and gentrify neighborhoods (Cervantes-Soon et al., 2017; Flores & Chaparro, 2018; Flores & García, 2017; Palmer et al., 2014; Poza, 2016; Valdez et al., 2016)....
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Journal Article•DOI•

Bilingualism, biliteracy, biculturalism, and critical consciousness for all proposing a fourth fundamental goal for two-way dual language education

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Deborah K. Palmer¹, Claudia G. Cervantes-Soon, Lisa M. Dorner², Daniel Heiman³•Institutions (3)

University of Colorado Boulder¹, University of Missouri², University of North Texas³

18 Apr 2019-Theory Into Practice

TL;DR: In this paper, the authors proposed a four-core goal for two-way dual language (TWDL) bilingual education programs: academic achievement, bilingualism, biliteracy, and sociocultural competence.

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Abstract: Two-way dual language (TWDL) bilingual education programs share three core goals: academic achievement, bilingualism and biliteracy, and sociocultural competence. This article proposes a fourth cor...

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91 citations

Cites background from "A Critical Review of Bilingual Educ..."

...Recently, as TWDL has increased in popularity, bilingual education has experienced a “whitening” that seems to have disconnected TWDL programs from this history of hard-won bilingual education (Flores & García, 2017)....
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Journal Article•DOI•

Contested Policy: The Rise and Fall of Federal Bilingual Education in the United States, 1960–2001

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Roberta Wollons

01 Jan 2004-History: Reviews of New Books

TL;DR: The Rise and Fall of Federal Bilingual Education in the United States, 1960-2001 as discussed by the authors, is an excellent overview of the history of bilingual education in the US, and its evolution.

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Abstract: (2004). Contested Policy: The Rise and Fall of Federal Bilingual Education in the United States, 1960–2001. History: Reviews of New Books: Vol. 33, No. 1, pp. 5-5.

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53 citations

Journal Article•DOI•

But mom! I’m not a Spanish Boy: Raciolinguistic socialization in a Two-Way Immersion bilingual program

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Sofia Chaparro¹•Institutions (1)

University of Colorado Denver¹

01 Apr 2019-Linguistics and Education

TL;DR: This paper studied the impact of race and class on children's socialization in a two-way immersion classroom and found that a disadvantaged socioeconomic position negatively impacts perceptions of linguistic ability of Latinx children.

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52 citations

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References

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Journal Article•DOI•

Racial formation in the United States : from the 1960s to the 1980s

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Michael Omi, Howard Winant

21 Jan 1988-Political Science Quarterly

TL;DR: In this article, the authors close the Pandora's box and discuss race and the ''New Democrats'' in the context of the 2008 United States presidential election, and discuss the great transformation of the United States.

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Abstract: 1. Ethnicity 2. Class 3. Nation Towards a Racial Formation Perspective Part Two 4. Racial Formation 5. The Racial State Part Three 6. The Great Transformation 7. Race and Reaction Conclusion Epilogue: Closing Pandora's Box -- Race and the \"New Democrats\

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3,884 citations

Journal Article•DOI•

Linguistic Interdependence and the Educational Development of Bilingual Children

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Jim Cummins¹•Institutions (1)

Ontario Institute for Studies in Education¹

01 Jun 1979-Review of Educational Research

TL;DR: In this paper, the authors argue that cognitively and academically beneficial bilingualism can be achieved only on the basis of adequately developed first language (L1) skills and two hypotheses are formulated and combined to arrive at this position.

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Abstract: The central thesis of this paper is that a cognitively and academically beneficial form of bilingualism can be achieved only on the basis of adequately developed first language (L1) skills. Two hypotheses are formulated and combined to arrive at this position. The “developmental interdependence” hypothesis proposes that the development of competence in a second language (L2) is partially a function of the type of competence already developed in L1 at the time when intensive exposure to L2 begins. The “threshold” hypothesis proposes that there may be threshold levels of linguistic competence which a bilingual child must attain both in order to avoid cognitive disadvantages and allow the potentially beneficial aspects of bilingualism to influence his cognitive and academic functioning. These hypotheses are integrated into a model of bilingual education in which educational outcomes are explained as a function of the interaction between background, child input and educational treatment factors. It is suggest...

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2,926 citations

Book•

Racial Formation in the United States: From the 1960s to the 1990s

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Michael Omi, Howard Winant

24 Mar 1994

TL;DR: In this article, the authors close the Pandora's box and discuss race and the "New Democrats" in the United States, focusing on race and race reaction in the context of class, ethnicity and race formation.

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2,830 citations

"A Critical Review of Bilingual Educ..." refers background in this paper

...…advocacy work within efforts to dismantle the racial hierarchies of U.S. society. institutionalizing bilingual education in the post–civil rights era Omi and Winant (1994) argued that the institutionalization of the demands of the Civil Rights Movement did not mark a break with the White supremacy…...
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Book•

Bilingual Education in the 21st Century: A Global Perspective

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Ofelia García, Hugo Baetens Beardsmore, Zeena Zakharia

15 Jul 2021

TL;DR: Bilingual education in the 21st century as discussed by the authors examines languages and bilingualism as individual and societal phenomena, presents program types, variables, and policies in bilingual education, and concludes by looking at practices, especially pedagogies and assessments.

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Abstract: "Bilingual Education in the 21st Century" examines languages and bilingualism as individual and societal phenomena, presents program types, variables, and policies in bilingual education, and concludes by looking at practices, especially pedagogies and assessments. This thought-provoking work is an ideal textbook for future teachers as well as providing a fresh view of the subject for school administrators and policy makers. · Provides an overview of bilingual education theories and practices throughout the world · Extends traditional conceptions of bilingualism and bilingual education to include global and local concerns in the 21st century · Questions assumptions regarding language, bilingualism and bilingual education, and proposes a new theoretical framework and alternative views of teaching and assessment practices · Reviews international bilingual education policies, with separate chapters dedicated to US and EU language policy in education · Gives reasons why bilingual education is good for all children throughout the world, and presents cases of how this is being carried out

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1,543 citations

Journal Article•DOI•

Bilingual education in the 21st century: a global perspective

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Ellen Johnson¹•Institutions (1)

Georgetown University¹

10 Jun 2010-International Journal of Bilingual Education and Bilingualism

TL;DR: Bilingual education in the 21st century: a global perspective, by Ofelia Garcia with contributions by Hugo Baetens Beardsmore, Oxford, UK, Wiley-Blackwell, 2009, 496 pp., US$99.95 (hardback), ISBN...

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Abstract: Bilingual education in the 21st century: a global perspective, by Ofelia Garcia with contributions by Hugo Baetens Beardsmore, Oxford, UK, Wiley-Blackwell, 2009, 496 pp., US$99.95 (hardback), ISBN ...

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1,048 citations

"A Critical Review of Bilingual Educ..." refers background or methods in this paper

...This would culminate in Senator S. I. Hayakawa of California and Dr. John Tanton teaming up to launch U.S. English in 1983, a movement that sought to make English the official language of the United States and to ban bilingual education in U.S. public schools (Crawford, 2000; García, 2009)....
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...When teaching two languages is the goal, the dynamic bilingualism of Latinx and other minoritized communities becomes a barrier to instruction that seeks to police the boundaries between “English time” and “Spanish time” (García, 2009)....
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...In 1960, of all Puerto Ricans 25 years of age and older in the United States, 87% had dropped out without graduating from high school (García, 2009)....
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...(cited in García, 2009, p. 172) The 1984 reauthorization of the BEA allowed, for the first time, the funding of English-only programs as long as they were no more than 4% of the total (Crawford, 2004; García, 2009)....
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...The 1984 reauthorization of the BEA allowed, for the first time, the funding of English-only programs as long as they were no more than 4% of the total (Crawford, 2004; García, 2009)....
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