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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Published in | Journal of Latinos and education Vol. 22; no. 5; pp. 2085 - 2101 |
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Main Author | |
Format | Journal Article |
Language | English |
Published |
Philadelphia
Routledge
20.10.2023
Taylor & Francis Ltd |
Subjects | |
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Abstract | 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. |
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AbstractList | 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. |
Author | Chávez-Moreno, Laura C. |
Author_xml | – sequence: 1 givenname: Laura C. orcidid: 0000-0002-6804-4961 surname: Chávez-Moreno fullname: Chávez-Moreno, Laura C. email: ChavezMoreno@ucla.edu organization: University of California |
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SubjectTerms | 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 |
Title | A Raciolinguistic and Racial Realist Critique of Dual Language's Racial Integration |
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