A Raciolinguistic and Racial Realist Critique of Bilingual Education Dual-Language’s Racial Integration for Latinxs

• In Event: Antiracist Education and Abolition in the 21st Century

Abstract

This presentation aims to critique using dual-language two-way bilingual education (hereafter DL) as a strategy to provide youth, particularly “English-language learners,” the elusive goal of a bilingual and racially integrated education. This presentation examines dual-language two-way bilingual education (DL) from raciolinguistic and racial realist perspectives, critiquing its use as a strategy for achieving bilingual and racially integrated education, especially for “English-language learners.” The author argues that the assumption of White students as English-language models limits DL’s potential to promote equity for Latinxs and other students. This approach inadvertently reinforces racist ideologies about bilingualism among racialized youths and the perceived superiority of White mainstream English. Furthermore, it ties justice for Latinxs to White interest in DL, perpetuating material inequities.

Author

• Laura Chavez-Moreno, University of California - Los Angeles