In spring 2019, without controversy or fanfare and without violating the voter mandate of Proposition 203, emergent bilinguals in Arizona were once again granted unrestricted access to dual language bilingual education after nearly 20 years. The policy change was accomplished through a seemingly small piece of legislation that reduced the daily…

A growing body of research has demonstrated that neoliberal discourses have negatively impacted dual language bilingual education (DLBE) for students designated as English learners. This study uses the concept of expropriation to refer to the co-opting and dispossessing of educational resources, opportunities, and rights from language-minoritized…

Emerging from nearly two decades of language suppression wrought by Proposition 227, a "Bilingual Education Renaissance" is underway in California as new programs proliferate at a much faster clip than the state can produce certified bilingual teachers. California's policy shift is built upon an officially stated view of bilingualism as…

Employing an ethnographic design, this study analyzes three undergraduate English learners' (ELs) appropriation of language policy at a U.S. university. In this study, ELs refers to bi/multilingual students with U.S. K-12 schooling who do not meet their university's language proficiency requirements, and who are subsequently classified as ELs and…