A Raciolinguistic and Racial Realist Critique of Dual Language's Racial Integration

Offering a raciolinguistic and racial realist perspective, this theoretical article critiques using dual-language bilingual education (DL) as a strategy to provide youth, particularly "English-language learners," the elusive goal of a bilingual and racially integrated education. The author...

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Bibliographic Details
Published inJournal of Latinos and education Vol. 22; no. 5; pp. 2085 - 2101
Main Author Chávez-Moreno, Laura C.
Format Journal Article
LanguageEnglish
Published Philadelphia Routledge 20.10.2023
Taylor & Francis Ltd
Subjects
Bilingual Education
Bilingualism
Critical race theory
Desegregation
Education policy
Educational policy
English as a second language
English language
English Language Learners
Equal Education
Hispanic American Students
Hispanic Americans
Hispanic students
Inequality
Language modeling
Latin American cultural groups
Latinos
Racial Integration
Racial realism
Racial segregation
Raciolinguistics
Racism
Sociolinguistics
Strategies
Youth
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Summary:Offering a raciolinguistic and racial realist perspective, this theoretical article critiques using dual-language bilingual education (DL) as a strategy to provide youth, particularly "English-language learners," the elusive goal of a bilingual and racially integrated education. The author argues this racial desegregation approach - through its assumption that White students will be the English-language models - impedes DL's potential to provide equity to Latinxs and other students. The author contends this integration strategy inadvertently perpetuates racist ideologies about racialized youths' bilingualism, White mainstream English's superiority, and majority-Latinx bilingual education. Furthermore, the strategy tethers justice for Latinxs to Whites' interest in DL, consequently perpetuating material inequities.
ISSN:1534-8431
1532-771X
DOI:10.1080/15348431.2022.2086555