Leveraging the Legacy of Bilingual Education in the United States

• In Event: Moscone Center North Roundtable Session 5
  In Roundtable Session: Language Policies and Educational Equity for Bilingual Education in the United States

Abstract

Centralized around the second definition of Critical Language Policy (CLP) (Tollefson, 2006), the research conducted in this study “is aimed at social change” (p. 42) and “examines the role of language policies in social, political, and economic inequality, with the aim of developing policies that reduce various forms of inequality” (43). Research involved analysis of corpus archival and historical data documenting the ascent of bilingual education after initial passage of Title VII, the Bilingual Education Act of the Elementary and Secondary Education Act, to identify the systems-level factors that successfully orchestrated the expansion of bilingual education, with the goal of determining how comparable structures could create future sustainability of bilingual programs on a national scale.

Author

• Sarah C. K. Moore, University of Maryland