Interest Convergence and Hegemony in Dual-Language Programs: Bilingual Education, but for Whom and Why?

• In Event: 58.083 - Roundtable Session 26
  In Roundtable Session: 58.083-18 - Critical Perspectives on Dual-Language Education

Abstract

Bills from the legislatures of California (SB 1174) and Arizona (SB 1242) propose expanding bilingual education where English-only was previously the default. Using a critical discourse analysis lens to conduct a directed content analysis, I ask who bilingual education is for, why it is offered, and how the proposed programs affect English learners. The theoretical framework draws from interest convergence theory, which holds that minoritized communities make civil rights gains when their interests converge with interests of the majority/state. Additionally, the framework employs the idea of economic preparation through education as a hegemonic force, driving the expansion of dual language programs. The bills demonstrate the shifting discourse from supporting English learners to an economic interest for all in bilingualism.

Author

• Laura B Kelly, Arizona State University - Tempe