"Sí se pudo": Top-Down and Bottom-Up Language Policy Processes in the Adoption of Dual Language

• In Event: 47.058 - Educational Policies Shaping Bilingual/Dual-Language Education

Abstract

Given the potential of dual language bilingual education (DLBE) to improve the educational experiences of linguistically minoritized students, how and why schools come to implement DLBE is an important area for research. The aim of our study was to examine the language policy processes that impacted an elementary school’s re-designation from ESL to a DLBE campus and explore factors that can impact the adoption (or not) of DLBE. Drawing on a language policy and planning framework and data from interviews and participant observation, we found that the role of charter schools was an influential factor in the district’s and school’s language policy decision-making. Furthermore, all stakeholders identified parents as central to the re-designation of the school to DLBE.

Authors

• Lina Martin Corredor, The University of Texas - San Antonio

• Kathryn I. Henderson, The University of Texas - San Antonio

• Adriana Alvarez, University of Colorado - Denver