Dual-Language Programs: Language and Access

• In Event: Examining Issues of Language, Culture, and Power Through Culturally Sustaining and Revitalizing Pedagogies

Abstract

Objective
With the growing emphasis of preparing students for a global economy, states around the nation are increasingly supporting Dual Language
Programs (DLPs) geared toward preparing students through bilingual education in order to be competitive in a growing global economy. However, the current increase of bilingual education programs such as DLPs include questions of access for marginalized and historically disenfranchised populations, such as language minority students, to develop bilingualism for
higher student preparation. The research presented through this study
explores the issues of accessibility to dual language education in meeting
the needs of language minority students for equitable education. I utilize the state of Arizona and its educational policies pertaining to English Language Learners (ELLs) as an example of how culturally and linguistically diverse students can be excluded through education policy from accessing the growing DLPs in the state. Furthermore, I argue that DLPs can also be utilized to implement Culturally Sustaining Pedagogy (Paris, 2012; Paris & Alim, 2014) which helps students maintain their primary language as well as acquire English proficiency.
Theoretical Framework
Emerging from Critical Race Theory (CRT), Interest Convergence contains a social and racial justice research agenda (Bell, 1987; Delgado, 1989, 1995). It draws from an interdisciplinary perspective to challenge dominant ideologies, including color blindness, race neutrality, and equal opportunity in the eyes of the law that camouflage the self-interest and power of the dominant group (Bell, 1980, 2009; Delgado, 2006; Delgado & Stefancic, 1994; Hill Collins, 2009). Interest Convergence serves as an analytical lens in order to argue that the growth of DLPs and the exclusion of ELLs from accessing these programs forward the interest of the dominant culture by propelling the bilingualism of White middle and upper class children, affording them further academic, social, and economic progress while denying the same access to ELLs.

Method
Through policy analysis of Proposition 203 and the English Language Development (ELD) block, I utilize research to highlight the increase of DLPs in the state of Arizona, the benefits of DLPs for student achievement and I answer the question of who benefits form DLPs?
Results
As schools seek solutions for academic equity and academic achievement, the success of students in DLPs is increasingly appealing. However, restrictive language policies such as Proposition 203 and the 4-hour ELD block are not effectively preparing language and ethnic minority student populations for academic achievement and competitiveness in a global economy. The ineffectiveness in academic preparation occurs because language minority students are submerged in English-only settings and segregated for up to 80 percent of the school day (August et al., 2010; Garcia et al., 2010).

Significance
DLPs support cognitive learning, high academic achievement, and the opportunity to be competitive in a global economy. For this reason, it is imperative that the opportunity to be part of DLPs, especially in states with high ELLs, is an option for students from all backgrounds and not just high SES, English proficient students when education equity and access is of high importance.

Author

• Laura M Gomez, ASU