ABSTRACT This qualitative study examines students’ perceptions of their bilingualism in a school that is attempting to disrupt inequalities through the promotion of social justice through bilingual/bicultural education. In order to understand students’ perspectives of their bilingualism in Arizona’s restrictive policy context, the researchers apply Bourdieu’s conceptions of habitus, field, and capital. Findings indicate that students view their bilingualism as an asset that provides them with various forms of capital. Additionally, despite the English-hegemonic context of Arizona, this school plays an essential role in promoting students’ bilingualism/biculturalism as an avenue to greater possibilities in their lives.

中文翻译：

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双语的可能性：亚利桑那州双语学习者的看法

摘要 这项定性研究调查了一所试图通过双语/双文化教育促进社会正义来打破不平等的学校中学生对双语的看法。为了了解学生在亚利桑那州限制性政策背景下对双语的看法，研究人员应用了布迪厄的惯习、场域和资本概念。调查结果表明，学生将双语能力视为一种资产，可以为他们提供各种形式的资本。此外，尽管亚利桑那州的英语霸权环境，这所学校在促进学生双语/双文化方面发挥着重要作用，作为他们生活中更大可能性的途径。