Erasing Race and Disability: A Case Study of a Dual-Language Immersion Charter School Policy

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: SIG-Special and Inclusive Education Research Virtual Poster Session

Abstract

While dual language immersion (DLI) programs have emerged as one approach to promote culturally and linguistically sustaining education, Dual language learners (DLLs) with disabilities often do not have access to DLI programs. Using a socio-cultural approach to policy and Disability Critical Race Studies (DisCrit) perspectives, I investigate how the logics of DLI policy (e.g., curricula, assessments, marketing) illuminate structural challenges that threaten inclusive education for DLLs with disabilities in a Chinese-English DLI charter school. I find that the logics of elite multilingualism overshadow the discourse of educational equity around ability, race, and heritage language maintenance. Accountability explicit behavior policy render promises of cultural immersion, biliteracy, and bilingual competence to the upper- and middle-class, non-disabled, White families.

Author

• Lingyu Li, Lehman College - CUNY
  Presenting Author