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Bilingualism for All?

Raciolinguistic Perspectives on Dual Language Education in the United States

Amelia Tseng (Hrsg.), Nicholas Subtirelu (Hrsg.), Nelson Flores (Hrsg.)

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Geisteswissenschaften, Kunst, Musik / Allgemeine und Vergleichende Sprachwissenschaft

Beschreibung

It is common for scholarly and mainstream discourses on dual language education in the US to frame these programs as inherently socially transformative and to see their proliferation in recent years as a natural means of developing more anti-racist spaces in public schools. In contrast, this book adopts a raciolinguistic perspective that points to the contradictory role that these programs play in both reproducing and challenging racial hierarchies. The book includes 11 chapters that adopt a range of methodological techniques (qualitative, quantitative and textual), disciplinary perspectives (linguistics, sociology and anthropology) and language foci (Spanish, Hebrew and Korean) to examine the ways that dual language education programs in the US often reinforce the racial inequities that they purport to challenge.

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Schlagwörter

educational equity, racial inequities, critical applied linguistics, raciolinguistics, DLE, language and power, education in the US, bilingual education, racism, sociolinguistics, language policy, raciolinguistic perspective, dual language education