ABSTRACT

Bilingual education—chiefly the subcategory of dual language bilingual education—has been undergoing a pattern where the interests of language-minoritized communities have in several contexts been pushed out of the way. One aspect of this gentrification process has been the fiftyfication of dual language bilingual education policy, where privilege is placed on a 50:50 balance of language allocation between English and the partner language. Using thematic narrative analysis, we looked at the only two dual language bilingual education schools in the U.S. state of Utah with a 90:10 language allocation. Findings show that (a) the two charter schools were pressured in multiple ways to conform to the state’s fiftyfication policy, and (b) the schools and their Latina/o communities resisted the policy and associated pressures on behalf of their students through forms of grassroots language activism and bottom-up resistance. Although these actions ultimately resulted in the official revision of the state’s DLBE policy to be inclusive of multiple language allocation models, the schools had to continue their activism to benefit from the policy change as the state then moved to a separate-but-equal policy approach that continued the privileging of the 50:50 model. Implications for scholars and policymakers are discussed.

摘要

双语教育——主要是双语双语教育的子类别——一直处于一种模式，即语言少数群体的利益在多种情况下被排除在外。这一中产阶级化进程的一个方面是五十化双语双语教育政策，优先考虑英语和伙伴语言之间的语言分配比例为 50:50。通过主题叙事分析，我们研究了美国犹他州仅有的两所双语双语教育学校，语言分配比例为 90:10。调查结果表明，(a) 两所特许学校以多种方式受到压力，以符合该州的 50 人政策，以及 (b) 学校及其拉丁裔/o 社区通过基层形式代表学生抵制该政策和相关压力语言激进主义和自下而上的抵抗。尽管这些行动最终导致该州的 DLBE 政策正式修订为包含多种语言分配模型，学校不得不继续积极行动以从政策变化中受益，因为该州随后转向了一种单独但平等的政策方法，继续赋予 50:50 模式的特权。讨论了对学者和政策制定者的影响。