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Session Type: Symposium
It is common for the proliferation of dual language education programs in recent years to be seen as a natural means of developing more equitable education. Yet, some scholars have pointed to the ways that these programs can perpetuate racial hierarchies. This panel seeks to examine this contradictory role played by dual language education in the US. The first paper analyzes the ableism that shapes the policy context of dual language education. The second and third papers focus on school-level factors that shape the experiences of students and families participating in dual language programs. The final paper focuses on the experiences of teachers working to assess students in a dual language program.
Dual Language and the Erasure of Emergent Bilinguals Labeled as Disabled - María Cioè-Peña, Montclair State University
Dueling Discourses in Dual-Language Schools Designed to Serve Black Students - Lisa M. Dorner, University of Missouri - Columbia; Edwin Nii Bonney, Radford University
The Raciolinguistics of Hebrew in a Public School Dual-Language Program - Sharon Avni, Borough of Manhattan Community College - CUNY; Kate Menken, Queens College and Graduate Center, City University of New York
Who Gets to Count as Emerging Bilinguals: Adapting a Holistic Writing Rubric for All - Margarita Gómez, Loyola University Maryland; Kristina Collins, Loyola University Maryland