This volume proposes solutions to the gentrification of dual language, bilingual and immersion education by examining how it operates across diverse school and community contexts. It brings together studies in a number of areas including instruction, curriculum development, classroom interaction, school leadership, parent and community engagement, ideological discourse and language policy. Through academic and reader-friendly summaries of research, this book makes a strong theory-to-practice impact towards equitable integration in education programs and their surrounding neighborhoods. It draws attention to how understanding and responding to gentrification of language programs is part of the broader fight for racial and educational justice for immigrant communities in US schools, and offers practical recommendations with action steps for educators, families, school administrators, activists and other key stakeholders in language education.
The four stakeholder resource chapters in Part 2 will be made Open Access to allow all teachers and administrators to benefit from the research, with freely available practical guidance on working towards equity in language education. We will link to the chapters here as soon as they are available.
Edited by:
M. Garrett Delavan,
Juan A. Freire,
Kate Menken
Imprint: Multilingual Matters
Country of Publication: United Kingdom
Dimensions:
Height: 234mm,
Width: 156mm,
Spine: 21mm
Weight: 630g
ISBN: 9781800414303
ISBN 10: 1800414307
Series: Bilingual Education & Bilingualism
Pages: 328
Publication Date: 12 March 2024
Audience:
College/higher education
,
Professional and scholarly
,
Further / Higher Education
,
Undergraduate
Format: Hardback
Publisher's Status: Active
Contributors Nelson Flores: Foreword: Toward a Post-Gentrification Future in Bilingual Education Research, Policy and Practice Juan A. Freire, Kate Menken and M. Garrett Delavan: An Introduction to Overcoming the Gentrification of Dual Language, Bilingual and Immersion Education Chapter 1. M. Garrett Delavan, Juan A. Freire and Kate Menken: Setting the Foundation: Tracing the Evolving Critiques of the Gentrification of Dual Language Bilingual Education Part 1: Research Chapters Lens at the School Level Chapter 2. Deborah Palmer and Suzanne García-Mateus: Colonizing Hillside Elementary: The Figured World(s) of Parent Engagement at a Gentrifying (Two-Way) Bilingual School Chapter 3. Chris K. Chang-Bacon, Mariana Lima Becker and Gabrielle Oliveira: Contingent Commodification: Brazilian Students and the Gentrification of Portuguese–English Dual Language Bilingual Education Chapter 4. Bingjie Zheng: The Impact of Neoliberal Multilingualism and Gentrification on Chinese DLBE Programs: Programs that Do and Don't Enroll Heritage Learners Chapter 5. Luis E. Poza: 'Downplay that Spanish Side': The White Listening Subject in an Ethnically Homogenous Bilingual Program Cohort Chapter 6. Ramón Antonio Martínez and CoCo Massengale: Translanguaging and Racialized Multilingual Children: Envisioning Dual Language Education for Working-Class Students of Color Lens Beyond the School Level Chapter 7. M. Garrett Delavan, Juan A. Freire and Verónica E. Valdez: Mass Production, Mass Marketing and Mass Displacement in DLBE Policy: A Call for Locally Crafted Programs Chapter 8. P. Zitlali Morales, Ramona Alcalá, Norma Monsivais Diers and Nancy Domínguez-Fret: ¿Estamos Escuchando?: Creating Transformative Ruptures that Amplify Latinx Families’ Rights to DLBE in Chicagoland Chapter 9. Trish Morita-Mullaney: Earmarking the Constellations of Financial Gentrification: The Elusivity of Funding Dual Language Bilingual Education for Emergent Bilinguals Chapter 10. Dan Heiman, Mariela Nuñez-Janes, Ivonne Solano, César Rosales and María Fernanda Ortega: Críticos, no criticones: Applying the Actions of Critical Consciousness in an Interdisciplinary Collaboration Across Two Universities and a School District's Dual Language/ESL Department Part 2: Stakeholder Resource Chapters Chapter 11. Ivana Espinet, Kate Menken and Imee Hernandez: A Case of DLBE Gentrification and Tools for Engaging Stakeholders in How to Do Better Chapter 12. Nelson Flores: Nice White Parents and Dual Language Education Chapter 13. Deborah Palmer, Emily Crawford, Lisa Dorner, Claudia Cervantes-Soon and Dan Heiman: Countering Gentrification through Critical Consciousness: Recommendations and Success Stories for DLBE Educators Chapter 14. Katie A. Bernstein, Kathryn I. Henderson, Sofía Chaparro and Adriana Alvarez: Creating DLBE Programs that Center Equity in the Face of School Choice Policies Kate Menken, Juan A. Freire and M. Garrett Delavan: Conclusion: Overcoming DLBE Gentrification by Aiming for the Commons Index
M. Garrett Delavan is Assistant Professor of World Language, Dual Language and ESOL Education at Georgia State University, USA. His research interests include equity in dual language bilingual education, discourse analysis of education policy and Earth consciousness in language education. Juan A. Freire is Associate Professor in the School of Education at Brigham Young University, USA. His research focuses on equity in dual language bilingual education, multicultural and bilingual teacher research and language education policy and planning. Kate Menken is Professor of Linguistics and TESOL at Queens College and Research Fellow at the Research Institute for the Study of Language in Urban Society, CUNY Graduate Center, USA. She is Co-Editor in Chief of Language Policy and serves on the board of various journals in bilingual education and multilingualism.
Reviews for Overcoming the Gentrification of Dual Language, Bilingual and Immersion Education: Solution-Oriented Research and Stakeholder Resources for Real Integration
This book is a treasure of scholarly arguments by brilliant scholars who powerfully reject the gentrification of bilingual education theories in order to build culturally and linguistically responsive policies and practices that ideologically and pedagogically resist racialized bilingual classrooms and communities. * Cristina Alfaro, San Diego State University, USA * This important book is a cautionary tale about how the best of intentions can be undermined when careful attention isn’t paid to the equity challenges in dual language programs. Dual language educators would be wise to take the lessons presented here to heart and plan their programs accordingly. * Patricia C. Gándara, University of California, Los Angeles, USA *
