A Raciolinguistic Analysis of the Promotion of Dual-Language Education in North Carolina

• In Event: Raciolinguistic Issues in Teaching and Learning

Abstract

Dual language (DL) programs is increasingly promoted as a promising model that serves both language majority and minoritized children. However, many researchers also question whether the programs are truly serving the language minoritized students, or are these programs only treating their language as a resource to serve the already privileged group. Using structural topic modeling and thematic analysis, this study employs a raciolinguistic perspective to unpack the ideologies underlying the discourses in over 200 DL programs in North Carolina. Our findings show that DL programs are promoted as a model that brings cognitive and employment benefits to its students. Moreover, private corporate power has a strong existence in the discourse, yet the interests of language minoritized children are missing.

Authors

• Wenyang Sun, University of Utah

• Xinxin Wang, Fudan University