"90–10 Isn't a True Dual Immersion Model": Two Dual Language Programs Excluded From State Recognition

• In Event: Dual Language Education: Opportunities and Challenges

Abstract

Drawing on a critical language policy framework, this paper examines two 90:10 dual language (DL) schools that emerged at the height of Utah’s DL boom but who are not recognized by the state for failing to adopt their 50:50 DL model. The authors draw on auto-narratives and program-related documents to analyze the pressures imposed on these two schools as they adopted a 90:10 model. The findings reflect the difficulty of maintaining an equity, community-driven process in the midst of a state-centralized policy climate focused on mainstreaming and mass-producing DL education for economic development purposes. We contextualize this case within the broader debate over 90:10 versus 50:50 bilingual education models. The implications of these findings are discussed.

Authors

• Juan A. Freire, New Mexico State University

• Garrett Delavan, Salt Lake City School District

• Veronica E. Valdez, University of Utah