Equity perspectives and restrictionist policies: Tensions in dual language bilingual education

ABSTRACT

Amidst the current climate surrounding bilingual education in the U.S., this study looked critically at the ways language education policies informed bilingual education as language was constructed and performed in a dual language bilingual, Spanish-English, third-grade classroom. This four-year ethnographic study explored the hegemonic realities of TWDLI classrooms and the role language played in affording and restricting the types of talk that occurred. Two primary findings were: (1) the tensions embedded in contexts of language and power gave way to restrictionist policies that both protected and constrained the types of talk that occurred; and (2) translanguaging manifested during both dominant language instruction as well as unrestricted spontaneous language events as participants exercised agentive power while negotiating both covert and over policies through resistance capitals.

Notes

1. Latinx, is a gender neutral term used in lieu of the more traditional forms, Latino and Latina.

2. All names of people and places are pseudonyms.

Additional information

Notes on contributors

Kristen L. Pratt

Dr. Kristen L. Pratt is an assistant professor in ESOL/bilingual education. Her research explores the intersection of language and education unpacking the intertextuality of macro language education policies and micro enactments in local contexts using ethnographic and sociolinguistic perspectives with a particular focus on addressing issues surrounding educational equity within culturally and linguistically diverse communities.

Gisela Ernst-Slavit

Dr. Gisela Ernst-Slavit is a Professor in EL/Bilingual Education. Her research draws on sociocultural perspectives and centers on understanding second language literacy development, teacher preparation for culturally and linguistically diverse classrooms, and how classroom discourse and practices shape and are shaped by larger educational contexts.