Publication Date
| In 2025 | 1 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 4 |
Descriptor
Source
| Language Policy | 4 |
Author
| Catalano, Theresa | 1 |
| Cervantes-Soon, Claudia G. | 1 |
| Chaparro, Sofía E. | 1 |
| Dorner, Lisa M. | 1 |
| Hamann, Edmund T. | 1 |
| Heiman, Daniel | 1 |
| Lindsey Brown | 1 |
| Palmer, Deborah | 1 |
Publication Type
| Journal Articles | 4 |
| Reports - Research | 3 |
| Reports - Descriptive | 1 |
Education Level
Audience
Location
| Arizona | 1 |
| Pennsylvania (Philadelphia) | 1 |
| Texas | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkLindsey Brown – Language Policy, 2025
For over two decades, emergent bilingual students in Arizona have languished under the state's English-only Structured English Immersion policies. Using Theo Van Leeuwan's (2007) legitimation in discourse framework, this study longitudinally tracks shifts in legitimation tactics across the four iterations of the policy--its inception with…
Descriptors: Language of Instruction, English, Language Planning, Educational Policy
Chaparro, Sofía E. – Language Policy, 2021
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…
Descriptors: Immersion Programs, Bilingual Education, Ethnography, Public Schools
Dorner, Lisa M.; Cervantes-Soon, Claudia G.; Heiman, Daniel; Palmer, Deborah – Language Policy, 2021
Bilingual education as a whole has been gentrifying, as more privileged students replace Transnational Language Learners (TLLs) in bilingual education spaces and policies (Valdez et al. in Educ Policy 30(6):849-883, 2016. https://doi.org/10.1177/0895904814556750). We argue this is an extension of coloniality (Mignolo in Local histories/global…
Descriptors: Advantaged, Foreign Policy, Bilingual Education Programs, Second Language Learning
Hamann, Edmund T.; Catalano, Theresa – Language Policy, 2021
Dual language (DL) programs propose to be vehicles of social justice and transformation by valuing an additional language other than the dominant one in a society and thereby contesting language hierarchies and the subordination of those who speak/use a non-dominant language (Flores, Flores, Educational Policy 30:13-38, 2016; Menken and García,…
Descriptors: Bilingual Education Programs, Social Justice, Native Language, Second Language Learning
