Reframing Bilingualism: Introducing the Bilingualism Quadrant Model

• In Event: Tensions and Opportunities in the Preparation of Teachers of Multilingual Learners: Countering Dominant Language Perspectives

Abstract

This paper introduces the Bilingualism Quadrant Model (BQM), a conceptual framework designed through our work with preservice teachers with the goal of moving beyond the limitations of traditional, monolingual views of bilingualism in teacher education programs. The BQM critiques the idealized notion of a “perfect” balanced bilingual and instead acknowledges the spectrum of bilingual proficiency and the dynamic nature of bilingual development (García, 2009; Valdés, 2001). The model centers on two key aspects: minimalist-maximalist and monoglossic-heteroglossic. "Minimalist-maximalist" refers to the extent of an individual's proficiency in two languages, either focusing on “native-like” proficiency or validating the complex, dynamic, and fluid ongoing development of bilingualism (Hornberger & Link, 2012; Valdés, 2001). "Monoglossic-heteroglossic" refers to the way an individual uses their languages, either viewing language as a problem or through a strength- and asset-based lens (Ruiz, 1984; Authors, 2024).

Quadrant 1 (maximalist/heteroglossic) is especially noteworthy as it represents how bilingual education should ideally be approached, in contrast to Quadrant 3 (minimalist/monoglossic), which reflects traditional definitions of bilingualism and bilingual education. Moving away from white-centric, linguistic purism and English hegemony (Flores 2016; Flores & Rosa, 2015), this maximalist and heteroglossic perspective allows educators to see bilinguals as they truly are, recognize and validate their linguistic resources, and promote expansive learning in a safe space (García, 2009; García & Li, 2014; Gort, 2017; Gutiérrez et al., 2001). This perspective should be an epistemological aim for designing bilingual education and teacher training programs.

The BQM approach has significant implications for bilingual education research and practice. Drawn from BQM and inquiry as a stance (Cochran-Smith & Lytle, 2009), it helps uncover preservice teachers' underlying assumptions and biases towards a monolingual ideal by engaging in discussions about bilingualism and interrogating its definition. This critical reflection is essential for preparing future educators to embrace diverse linguistic landscapes and empower multilingual students (Nuñez & Espinoza 2019; Rodriguez-Mojica et al., 2019; Wong et al., 2020). The BQM also provides a framework for researchers to explore bilingual development and language use. For educators, it serves as a guide to meet the diverse needs of multilingual students, fostering their bilingual potential and promoting a more inclusive and equitable approach to bilingual education.

Authors

• Minhye Son, California State University - Dominguez Hills

• Elisabeth Kim, Lehman College