Bilingual Two-Way Immersion (TWI) programs are becoming increasingly popular in the United States, especially amongst white, non-Hispanic, middle-class English speaking-parents (Valdez et al. in Urban Rev 44:601–627, 2016). While they are growing in numbers and popularity, researchers caution against the challenges and inequalities that they face (Cervantes-Soon et al. in Rev Res Educ 41:403–427, 2017) making it important to understand how and why these schooling options are coming about. Through the ethnographic study of one TWI program that was created within a Philadelphia public school in 2014, I show how it was neoliberal school reforms, a movement of gentrifying parents to improve schools, and a steady flow of Spanish-speaking immigrants to the area that created the fertile grounds for this TWI bilingual program to come about. I argue for the importance of understanding the processes that already create unequal positions for various social actors, and through this analysis problematize bottom-up language policy making when it is undertaken under the conditions of neoliberalism and competitiveness.

双向双向浸入（TWI）计划在美国变得越来越受欢迎，尤其是在白人，非西班牙裔，中产阶级英语口语父母中（Valdez等人，Urban Rev 44：601–627，2016）。尽管他们的数量和受欢迎程度都在增长，但研究人员告诫他们应对面临的挑战和不平等现象（Cervantes-Soon等人，Rev Res Educ 41：403–427，2017），因此了解这些教育方式的方式和原因非常重要即将来临。通过对2014年在费城公立学校内创建的一个TWI计划的人种学研究，我展示了这是新自由主义学校改革，上进父母的父母改善学校的运动，以及讲西班牙语的移民不断流向该地区的情况。为该TWI双语计划的诞生奠定了沃土。