刊讯｜SSCI 期刊 Language Policy 2021年第3期

Language Policy

Volume 20, Issue 3, September 2021

Language Policy 2021年第3期共发文16篇，其中研究性论文9篇，评论2篇，书评5篇。论文涉及双语教育、中产阶级化、语言政策与规划、语言分配、学校选择、双向浸润、多模态批评话语分析等。

目录

ARTICLES

• Editorial introduction: a historical overview of the expanding critique(s) of the gentrification of dual language bilingual education, by Garrett M. Delavan, Juan A. Freire & Kate Menken, Pages 299–321.

• "Now it's all upper-class parents who are checking out schools”: gentrification as coloniality in the enactment of two-way bilingual education policies, by Lisa M. Dorner, Claudia G. Cervantes-Soon, Daniel Heiman & Deborah Palmer, Pages 1–27.

• The fiftyfication of dual language education: one-size-fits-all language allocation's "equality" and "practicality" eclipsing a history of equity, by Juan A. Freire & M. Garrett Delavan, Pages 351–381.

• "We live in the age of choice”: school administrators, school choice policies, and the shaping of dual language bilingual education, by Katie A. Bernstein, Adriana Alvarez, Sofía Chaparro & Kathryn I. Henderson, Pages 383–412.

• Picturing dual language and gentrification: an analysis of visual media and their connection to language policy, by Edmund T. Hamann & Theresa Catalano, Pages 413–434.

• Creating fertile grounds for two-way immersion: gentrification, immigration, & neoliberal school reforms, by Sofía E. Chaparro, Pages 435–461.

• A Black mother's counterstory to the Brown–White binary in dual language education: toward disrupting dual language as White property, by Andrea Blanton, G. Sue Kasun, James A. Gambrell & Zurisaray Espinosa, Pages 463–487.

• Correction to: A Black mother's counterstory to the Brown–White binary in dual language education: toward disrupting dual language as White property, by Andrea Blanton, G. Sue Kasun, James A. Gambrell & Zurisaray Espinosa, Page 489.

• "Research shows that I am here for them”: Acompañamiento as language policy activism in times of TWBE gentrification, by Daniel Heiman & Mariela Nuñez-Janes, Pages 491–515.

COMMENTARY

• "Verde is Not the Word for Green in Spanish": The Problematic Arrogance of Monolingual, Powerful Parents, by Guadalupe Valdés, Pages 517–523.

• The gentrification of two-way dual language programs: a commentary, by Patricia Gándara,Pages 525–530.

REVIEWS

• Dual Language Education: Teaching and Learning in Two Languages, by Alcione N. Ostorga, Pages 531–533.
• The Coral Way Bilingual Program, Multilingual Matters, Bristol and Blue Ridge Summit, by Daniel Garzón, Pages 535–537. 
• Dual Language Bilingual Education: Teacher Cases and Perspectives on Large-Scale Implementation Multilingual Matters Blue Ridge Summit, by Jesse Rubio, Pages 539–541.
• Profiles of Dual Language Education in the 21st Century Library of Congress, by Tuba Yilmaz, Pages 543–545. 
• Review of the Seal of Biliteracy: Case Studies and Considerations for Policy Implementation, by Eduardo R. Muñoz-Muñoz, Pages 547–550. 

摘要

“Now it’s all upper-class parents who are checking out schools”: gentrification as coloniality in the enactment of two-way bilingual education policies

Lisa M. Dorner, Claudia G. Cervantes-Soon, Daniel Heiman & Deborah Palmer 

Abstract 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/10.1177/0895904814556750). We argue this is an extension of coloniality (Mignolo in Local histories/global designs: coloniality, subaltern knowledges, and border thinking, Princeton University Press, Princeton, 2000/2012): as two-way bilingual education (TWBE) policies are enacted, they are shaped by globalizing, neoliberal, and monoglossic discourses that have a history of dispossessing and erasing minoritized peoples and languages. Taking a critical constructivist grounded theory approach, this study brings together three unique data sets from the US Midwest, Southeast, and Texas to question: How does gentrification manifest in TWBE across policy scales and contexts? And how are stakeholders responding to or resisting gentrification and its underlying coloniality? Regardless of the varying state policy and local contexts, each TWBE program in our study experienced gentrification. Specifically, TLLs and their Spanish language(s) were replaced or diminished as TWBE policy enactment intersected with district and state policies, particularly those shaping enrollment, transportation, course scheduling, and teacher and student recruitment. While the analysis focuses on gentrification processes through policy enactment, we also detail spaces of consciousness where stakeholders recognized and resisted them and conclude with a discussion on how coloniality is both manifested and can be challenged in language policy enactment.

The fiftyfication of dual language education: one-size-fits-all language allocation’s “equality” and “practicality” eclipsing a history of equity

Juan A. Freire & M. Garrett Delavan

Abstract The rising popularity of dual language education programs resembles gentrification in policy spaces where the influx of privileged newcomers coincides with some form of pushing out of the former beneficiaries or their interests, which can include the promotion or exclusion of certain program models. Using critical discourse analysis, we examined state policy documents regarding these programs for a trend in the U.S. toward what we call fiftyfication or 50:50 eclipse, that is, subtle or obvious privileging of the 50:50 model (equal language allocation) over equitable models that allocate more instructional time in the partner (non-English) language. Since quantitative research has consistently documented several advantages of equitable over equal language allocation, we argue that it is problematic to educational equity to find marginalization of equitable allocation in state policy documents. Such fiftyfication functions as part of what we term programmatic gentrification, one of three processes where programs, program options, and public discussion begin to provide less attention and benefit to marginalized communities than are provided to more privileged communities. Beyond the recognized case of Utah, we found six states whose policy documents contained contradictions and assertions that privileged 50:50. Delaware and Georgia emerged as heavily fiftyfied because they silenced or misrepresented relevant research, significantly privileged English-dominant students, reinforced intersectional English hegemony, and unethically overemphasized feasibility to rationalize fiftyfication. We discuss (a) consequences of this policy discourse for educational equity, (b) future research needed, and (c) ways the field can counteract 50:50 eclipse.

“We live in the age of choice”: school administrators, school choice policies, and the shaping of dual language bilingual education

Katie A. Bernstein, Adriana Alvarez, Sofía Chaparro & Kathryn I. Henderson

Abstract In the past 20 years, both school choice policies and dual language bilingual education (DLBE) programs have proliferated across the US. This project examines the intersection of the two trends, examining how school choice policies have shaped DLBE at the district, school, and program level, through the eyes of 22 public school administrators in Arizona, California, and Texas. Prior work has shown how general neoliberal logic has shaped parents' desire for DLBE as well as how DLBE is marketed and who attends, but we argue here that school choice—itself a product of neoliberal logic—is a unique and powerful force shaping DLBE. We found that it spurred both the creation of new DLBE education programs (i.e., to help districts compete) and influenced existing programs (e.g., made principals hesitant to collaborate with those whom they see as competitors). We address the potential of these shifts to undermine goals of equity for Latinx and Spanish-speaking students. Yet, we also address the potential for administrators to co-opt the language and logic of school choice as a means to create programs that might ultimately serve the ends of social justice.

Picturing dual language and gentrification: an analysis of visual media and their connection to language policy

Edmund T. Hamann & Theresa Catalano

Abstract 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, Menken, K., & García, O. (2021). Constructing translanguaging school policies and practices. In: CUNY-New York State Initiative on Emergent Bilinguals (Eds.) Translanguaging and transformative teaching for emergent bilingual students. Project. Routledge, New York.). However, Palmer (Henderson, K. I., & Palmer, D. K. (2020). Dual Language Bilingual Education: Teacher Cases and Perspectives on Large-scale Implementation. Multilingual Matters.: 11) warned that DL programs risk becoming “enrichment foreign-language immersion to middle- and upper-class White children” and hence “lost opportunit[ies] for transformation.” This “gentrification” of DL efforts is enabled by racial, economic, and linguistic hierarchies of power (Valdez, Freire, and Delavan, Valdez et al., The Urban Review 48:601–627, 2016). Our analysis of five images from a corpus of 34 online news articles considers how photographic depictions of DL programs can manifest gentrification in non-linguistic ways that nonetheless reinforce moves away from DL for social transformation and toward DL as hegemonic. This paper clarifies how multimodal critical discourse analysis (MCDA) and Habermasian notions of the public sphere critically complement how public spaces (in this case schools) get imbued with “specific values that mediate inhabitants’ interpretations of themselves and their relation to others in a space” (Hult, Hult, Tollefson and Pérez-Milans (eds), The Oxford handbook of language policy and planning, Oxford University Press, 2018: 338). Findings reveal nuanced ways in which world language populations are protagonized visually and related ways that heritage/maintenance populations are either erased or marginalized. This helps explain the key assertion—that visual images can reinforce DL program gentrification—but also augments the theoretical toolkit available to study how progressive intentions of DL can become co-opted.

Creating fertile grounds for two-way immersion: gentrification, immigration, & neoliberal school reforms

Sofía E. Chaparro

Abstract 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 (Cervantes-Soon et al. in Rev Res Educ 41:403–427, 2017) making it important to understand how and why these schooling options are coming about. Through the ethnographic study of one TWI program that was created within a Philadelphia public school in 2014, I show how it was neoliberal school reforms, a movement of gentrifying parents to improve schools, and a steady flow of Spanish-speaking immigrants to the area that created the fertile grounds for this TWI bilingual program to come about. I argue for the importance of understanding the processes that already create unequal positions for various social actors, and through this analysis problematize bottom-up language policy making when it is undertaken under the conditions of neoliberalism and competitiveness.

A Black mother’s counterstory to the Brown–White binary in dual language education: toward disrupting dual language as White property

Andrea Blanton, G. Sue Kasun, James A. Gambrell & Zurisaray Espinosa

Abstract 

There is a rich body of Dual Language (DL) research documenting, primarily, how Latinx students are marginalized in DL programs for the benefit of White students. We refer to this as the Brown–White binary, in which race relations are over-simplified between two racial groups to the exclusion of nuance of other racial categories. This is similar to the ways race relations have often been oversimplified in the United States (U.S.), due to its earlier histories of understanding race through a Black–White binary. In this article, we present Critical Race Theory counterstory research by considering how racialized inequality is perceived and lived from one Black mother in a Southeastern U.S. DL program in a Title I elementary school. Through two years of co-participative storying with this highly engaged African American DL parent/co-author—who also served at the time as the school’s parent-teacher association (PTA) president—we demonstrate a case of how Black families may also be marginalized in U.S. DL programs by White parents, teachers, and administrators. Three overarching themes/processes relating to both neighborhood and metaphorical gentrification of DL emerged for this Black DL PTA president. First, Whiteness was enacted as a property right by other parents in the PTA; resulting in racial battle fatigue, the second theme. Blanton ultimately found forms of resistance and self-care to navigate the physical and discursive gentrification in her school and PTA, the final theme in this research. We also provide recommendations for schools and districts to actively work to promote equity through DL, instead of for the defaulting benefit of White accrual of property.

“Research shows that I am here for them”: Acompañamiento as language policy activism in times of TWBE gentrification

Daniel Heiman & Mariela Nuñez-Janes

Abstract Two-way Bilingual Education (TWBE) programs are currently experiencing gentrification processes that are displacing the original beneficiaries of these programs. These gentrification processes have led to a whitening of bilingual education (Flores and García in Ann Rev Appl Linguist, 37:14–29, 2017) marked by inequities and the dangerous potential to erase Latinx communities and voices. These troubling processes have led to a fourth fundamental goal in TWBE, the development of critical consciousness for all stakeholders (Palmer et al. in Theory into Practice, 58:121–133, 2019). This article examines a fifth-grade TWBE teacher's (Michelle) centering of the fourth goal and Latinx families being impacted by gentrification and explores: How did Michelle accompany Latinx families and students in the midst of gentrification processes at the neighborhood and school levels? Findings revealed that Michelle’s language policy activism of acompañamiento mitigated and interrogated gentrification processes that were pushing these families out of the neighborhood and schoolwide processes that were now focused on new customers. The discussion points to why a language policy activism of acompañamiento should count as language policy and its succinct connection to TWBE's fourth goal. We argue that another crucial element of the fourth goal is the enactment of a language policy activism (Flores and Chaparro in Lang Policy 17:365–384, 2018) of acompañamiento; actions and practices in support of communities that experience injustices guided by fellowship and being in relationship with the oppressed.

期刊简介

Language Policy covers both language policy and educational policy. It presents policies concerning the status and form of languages as well as acquisition policies pertaining to the teaching and learning of languages. It contains detailed accounts of promoting and managing language policy and research papers on the development, implementation and effects of language policy in all regions of the world and under different conditions. The journal also includes empirical studies that contribute to a theory of language policy.

《语言政策》涉及语言政策和教育政策。具体而言，关注有关语言地位和形式的政策以及与语言教学和学习有关的习得政策。欢迎对语言政策进行详细阐释和改善的理论性文章，以及关于世界各区域和不同条件下语言政策的制定、执行和影响的研究性论文。该期刊也欢迎促进语言政策理论的实证研究。

In addition, Language Policy examines policy development by governments and governmental agencies, non-governmental organizations and business enterprises as well as attempts made by ethnic, religious and minority groups to establish, resist, or modify language policies.

此外，《语言政策》也关注政府、政府机构、非政府组织和商业企业制定的政策，以及族裔、宗教和少数群体设定、抵制或修改的语言政策。

官网地址：

https://www.springer.com/journal/10993

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