ERIC Number: EJ1137742
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 38
Language as Whose Resource?: When Global Economics Usurp the Local Equity Potentials of Dual Language Education
Delavan, M. Garrett; Valdez, Verónica E.; Freire, Juan A.
International Multilingual Research Journal, v11 n2 p86-100 2017
Utah's public schools are home to an increasing number of K/1-6 dual language (DL) programs established through a state-centralized model that has sparked interest domestically and internationally. We theorize three potential constituencies of DL--maintenance, heritage, and world language--then use critical discourse analysis to examine how equitably multiple official state promotional materials discursively portray these constituencies and their interests as well as what other discourses most strongly emerge. We found Utah's state DL discourses were targeted primarily toward a White, world language constituency, and we found that the explicit privileging of economic considerations discursively erased equity and local language concerns associated with maintenance and non-White heritage constituencies. We argue that this discursive misdirection represents a narrow application of the language-as-resource policy orientation. We conclude with implications for favoring a version of globalized language education that promotes local diversity and equitable access to opportunities.
Descriptors: Bilingual Education Programs, Discourse Analysis, Public Schools, Elementary School Students, Language Maintenance, Second Language Learning, Heritage Education, Native Language Instruction, Second Language Instruction, Whites, Economic Factors, Advantaged, Educational Policy, Language of Instruction, Global Approach, Access to Education, Equal Education, Neoliberalism, Student Recruitment, Information Sources
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Utah