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Direct linkLindsey Brown – Language Policy, 2025
For over two decades, emergent bilingual students in Arizona have languished under the state's English-only Structured English Immersion policies. Using Theo Van Leeuwan's (2007) legitimation in discourse framework, this study longitudinally tracks shifts in legitimation tactics across the four iterations of the policy--its inception with…
Descriptors: Language of Instruction, English, Language Planning, Educational Policy
Chaparro, Sofía E. – Language Policy, 2021
Bilingual Two-Way Immersion (TWI) programs are becoming increasingly popular in the United States, especially amongst white, non-Hispanic, middle-class English speaking-parents (Valdez et al. in Urban Rev 44:601-627, 2016). While they are growing in numbers and popularity, researchers caution against the challenges and inequalities that they face…
Descriptors: Immersion Programs, Bilingual Education, Ethnography, Public Schools
Dorner, Lisa M.; Cervantes-Soon, Claudia G.; Heiman, Daniel; Palmer, Deborah – Language Policy, 2021
Bilingual education as a whole has been gentrifying, as more privileged students replace Transnational Language Learners (TLLs) in bilingual education spaces and policies (Valdez et al. in Educ Policy 30(6):849-883, 2016. https://doi-org.bibliotheek.ehb.be/10.1177/0895904814556750). We argue this is an extension of coloniality (Mignolo in Local histories/global…
Descriptors: Advantaged, Foreign Policy, Bilingual Education Programs, Second Language Learning
Hamann, Edmund T.; Catalano, Theresa – Language Policy, 2021
Dual language (DL) programs propose to be vehicles of social justice and transformation by valuing an additional language other than the dominant one in a society and thereby contesting language hierarchies and the subordination of those who speak/use a non-dominant language (Flores, Flores, Educational Policy 30:13-38, 2016; Menken and García,…
Descriptors: Bilingual Education Programs, Social Justice, Native Language, Second Language Learning
Cruze, Angela; Cota, Meg; López, Francesca – Language Policy, 2019
In 2006, Arizona ELL Task Force implemented Structured English Immersion (SEI) within its public schools to educate emergent bilingual (EB) students. Although prior research has demonstrated limitations of SEI, we investigate whether institutionalization has improved its implementation and outcomes using coordinators' and teachers' responses from…
Descriptors: Teacher Attitudes, Immersion Programs, English (Second Language), Second Language Learning
