ABSTRACT

A growing body of research has demonstrated that neoliberal discourses have negatively impacted dual language bilingual education (DLBE) for students designated as English learners. This study uses the concept of expropriation to refer to the co-opting and dispossessing of educational resources, opportunities, and rights from language-minoritized communities, and a shift to the reframing and reuse of these resources by white English-privileged populations for their benefit. Using Utah’s DLBE model (fiftyfication, exclusion of one-teacher model, exclusion of one-way developmental bilingual education, and strict language separation policy) as a foundational expropriation reference, we evaluated which states followed this model, how they implemented it, what discourses were used, and who the beneficiaries were. Employing critical discourse analysis, we examined DLBE policy documents gathered from states’ websites across the U.S. and found that Delaware, Georgia, and Wyoming emulated Utah’s model. Findings showed discursive gentrification propelled by English-hegemonic and neoliberal forces, which benefited white English-privileged students. We posit further analyses should consider the intersection of other policies in the context of expropriation conditions.

摘要

越来越多的研究表明，新自由主义话语对指定为英语学习者的学生的双语双语教育 (DLBE) 产生了负面影响。本研究使用征用的概念来指代从语言少数族裔社区中增选和剥夺教育资源、机会和权利，以及转变为由白人英语特权群体重新构建和再利用这些资源以谋取利益. 使用犹他州的 DLBE 模式（五十化、排除单教师模式、排除单向发展双语教育和严格的语言分离政策）作为基本征用参考，我们评估了哪些州遵循该模式、它们如何实施、哪些话语被使用，受益人是谁。运用批判性话语分析，我们检查了从美国各州网站收集的 DLBE 政策文件，发现特拉华州、乔治亚州和怀俄明州效仿了犹他州的模式。调查结果显示，由英语霸权和新自由主义力量推动的话语中产阶级化，有利于白人英语特权学生。我们假设进一步的分析应该考虑在征用条件的背景下其他政策的交叉点。