In the past 20 years, both school choice policies and dual language bilingual education (DLBE) programs have proliferated across the US. This project examines the intersection of the two trends, examining how school choice policies have shaped DLBE at the district, school, and program level, through the eyes of 22 public school administrators in Arizona, California, and Texas. Prior work has shown how general neoliberal logic has shaped parents' desire for DLBE as well as how DLBE is marketed and who attends, but we argue here that school choice—itself a product of neoliberal logic—is a unique and powerful force shaping DLBE. We found that it spurred both the creation of new DLBE education programs (i.e., to help districts compete) and influenced existing programs (e.g., made principals hesitant to collaborate with those whom they see as competitors). We address the potential of these shifts to undermine goals of equity for Latinx and Spanish-speaking students. Yet, we also address the potential for administrators to co-opt the language and logic of school choice as a means to create programs that might ultimately serve the ends of social justice.

在过去的20年中，学校选择政策和双语双语教育（DLBE）计划在美国各地激增。该项目考察了这两种趋势的交叉点，并通过亚利桑那州，加利福尼亚州和德克萨斯州的22名公立学校管理者的眼光，研究了学校选择政策如何在地区，学校和计划级别塑造了DLBE。先前的工作表明，一般的新自由主义逻辑如何塑造了父母对DLBE的渴望，以及DLBE的营销方式和参加者，但是我们在这里认为，学校选择本身就是新自由主义逻辑的产物，是塑造DLBE的独特而强大的力量。我们发现，它不仅刺激了新的DLBE教育计划（即帮助地区竞争）的创建，而且还影响了现有的计划（例如，让校长不愿与他们视为竞争对手的人合作）。我们探讨了这些转变可能破坏拉丁文和讲西班牙语的学生的公平目标的潜力。但是，我们还探讨了管理者选择学校选择的语言和逻辑的潜力，以此作为创建可以最终为社会正义服务的计划的手段。