Bilingual Education Is a Result of Interest Convergence

• In Event: Sheraton Roundtable Session 22
  In Roundtable Session: Critical Perspectives on Linguistic Diversity

Abstract

This theoretical work examines a brief history of bilingual education in the United States of American through the lens of interest convergence (Bell, 1980) and racial realism (Bell, 1992), tenants of Critical Race Theory (CRT). The exploration begins by clarifying, through the works of Lucas and Paret (2005), the connection between CRT and Bilingual Education and continues to highlight historical instances where implications of the hallmarks of Critical Race Theory can be identified. Concluding that bilingual education in the U.S. appears to be the result of interest convergence. Finally, recommendations for school leaders are provided with the goal of maximizing the impact of bilingual education for students learning the English language as well as those learning other languages.

Author

• Benterah C. Morton, University of South Alabama