This study explores how principals of dual language (DL) programs draw on two dominant societal discourses around language education—linguistic instrumentalism/neoliberalism and equity/social justice—to make sense of their programs. Through in‐depth interviews with 19 principals of Spanish‐English elementary school DL programs in Arizona and California, the researchers examine (1) the ways in which the two discourses manifested in the principals’ talk, and 2) the consequences for English learners of each discursive framing. The researchers found that framing a program within each discourse led principals to different conclusions about the purpose of DL, its goals, and who should be included in it. Principals adopting a predominantly neoliberal frame understood DL as a way to gain a competitive edge, both for their schools (competing with other schools for students) and for their students (competing for future jobs at a global scale). Principals drawing primarily on social justice discourse instead understood DL as a historically contingent, collaborative movement for social transformation. The authors illustrate how the first framing can contribute to the exclusion of English learners from DL, while the latter presupposes their belonging. They also discuss future work exploring how principals come to develop their discursive framings.

中文翻译：

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公平/社会正义，工具主义/新自由主义：在校长谈论其课程时对偶语言的对谈

这项研究探索了双重语言（DL）计划的负责人如何利用围绕语言教育的两种主流社会话语-语言工具主义/新自由主义和公平/社会正义-来理解他们的计划。通过对在亚利桑那州和加利福尼亚州的19名西班牙语-英语小学DL课程的负责人进行深入访谈，研究人员研究了（1）两种语言在校长谈话中体现的方式，以及2）对英语学习者的后果每个话语框架。研究人员发现，在每种话语中构建程序会导致校长对DL的目的，目标和应包括的人有不同的结论。采用新自由主义框架的校长将DL理解为一种获得竞争优势的方法，他们的学校（与其他学校的学生竞争）和学生（竞争在全球范围内的未来工作）。主要利用社会正义话语的校长反而将DL理解为历史上偶然的，协作的社会变革运动。作者阐述了第一个框架如何有助于将英语学习者从DL中排除，而后者则以他们的归属为前提。他们还讨论了未来的工作，探讨了校长如何发展他们的话语框架。作者阐述了第一个框架如何有助于将英语学习者从DL中排除，而后者则以他们的归属为前提。他们还讨论了未来的工作，探索校长如何发展他们的话语框架。作者阐述了第一个框架如何有助于将英语学习者从DL中排除，而后者则以他们的归属为前提。他们还讨论了未来的工作，探讨了校长如何发展他们的话语框架。