ABSTRACT

Dual language (DL) programs in the United States are increasingly promoted as a promising model that serves both language majority and minoritized children. However, many researchers also question whether the programs are truly serving the language minoritized students, or are these programs only treating their language as a resource to serve the already privileged group. Using structural topic modeling and critical discourse analysis, this study employs a raciolinguistic perspective to unpack the ideologies underlying the discourses in over 200 DL programs in a new Latinx South state of the United States. Our findings show that DL programs are promoted as a model that brings cognitive and employment benefits to its students. Moreover, private corporate power has a strong existence and influence on the establishment, staffing, and promotion of DL programs. The benefits to English speaking students are highlighted, while the interests of language minoritized children are largely ignored in the discourse.

摘要

在美国，双语 (DL) 计划越来越多地被推广为一种有前途的模式，可以同时服务于语言占多数和占少数的儿童。然而，许多研究人员也质疑这些项目是否真正为语言少数群体学生服务，或者这些项目是否只是将他们的语言作为一种资源来服务于已经享有特权的群体。本研究使用结构主题建模和批判性话语分析，采用种族语言学的视角来揭示美国新拉丁裔南部州 200 多个 DL 项目话语背后的意识形态。我们的研究结果表明，DL 计划作为一种模式得到推广，可以为学生带来认知和就业方面的好处。此外，民营企业权力在编制、人员配备、和推广 DL 计划。强调了对说英语的学生的好处，而在话语中却很大程度上忽略了语言少数群体儿童的兴趣。