Examining Raciolinguistic Ideologies in an Urban Chinese-English DLBE (Dual Language Bilingual Education) Program: Impacts on Teaching, Learning, and Accessibility

• In Event: The Intersection of Race and Language in Bilingual Education Programs and Policies

Abstract

Research has raised concerns about the disparity in benefits between white middle-class English-dominant families and minority counterparts in Dual Language Bilingual Education (DLBE) programs (Sun et al., 2023; Valdés, 2018). This investigation adds to previous studies by focusing on a DLBE program where all students belong to minority groups. By employing a perspective of raciolinguistic ideologies (Rosa & Flores, 2017) and utilizing an ethnographic and discursive approach, this research demonstrates how raciolinguistic ideologies permeate the program differently: they do not directly benefit white English-dominant students, but they are embedded in the curriculum design and program assessment, resulting in detrimental consequences for the teaching and learning of Chinese, as well as the accessibility of the program for minority students.

Author

• Peizhu Liu, University of Pennsylvania