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Picturing dual language and gentrification: An analysis of visual media and their connection to language policy
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021)
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Abstract:
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, Menken, K., & García, O. (2021). Constructing translanguaging school policies and practices. In: CUNY-New York State Initiative on Emergent Bilinguals (Eds.) Translanguaging and transformative teaching for emergent bilingual students. Project. Routledge, New York.). However, Palmer (Henderson, K. I., & Palmer, D. K. (2020). Dual Language Bilingual Education: Teacher Cases and Perspectives on Large-scale Implementation. Multilingual Matters.: 11) warned that DL programs risk becoming “enrichment foreign-language immersion to middle- and upper-class White children” and hence “lost opportunit[ies] for transformation.” This “gentrification” of DL efforts is enabled by racial, economic, and linguistic hierarchies of power (Valdez, Freire, and Delavan, Valdez et al., The Urban Review 48:601–627, 2016). Our analysis of five images from a corpus of 34 online news articles considers how photographic depictions of DL programs can manifest gentrification in non-linguistic ways that nonetheless reinforce moves away from DL for social transformation and toward DL as hegemonic. This paper clarifies how multimodal critical discourse analysis (MCDA) and Habermasian notions of the public sphere critically complement how public spaces (in this case schools) get imbued with “specific values that mediate inhabitants’ interpretations of themselves and their relation to others in a space” (Hult, Hult, Tollefson and Pérez-Milans (eds.), The Oxford handbook of language policy and planning, Oxford University Press, 2018: 338). Findings reveal nuanced ways in which world language populations are protagonized visually and related ways that heritage/maintenance populations are either erased or marginalized. This helps explain the key assertion—that visual images can reinforce DL program gentrification—but also augments the theoretical toolkit available to study how progressive intentions of DL can become co-opted.
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Keyword:
Curriculum and Instruction; Dual language; Education; Gentrification; Multimodal critical discourse analysis; Public sphere; Teacher Education and Professional Development
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URL: https://digitalcommons.unl.edu/teachlearnfacpub/445 https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1452&context=teachlearnfacpub
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2 |
"The Lady from North Carolina": The Perils and Limitations of External Expertise
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021)
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3 |
Teacher Education in México: Higher Expectations, Significant Change, but Still Finite Capacity
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2019)
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4 |
Delineating a Regional Education Research Agenda
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2019)
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5 |
Where Should My Child Go to School? Parent and Child Considerations in Binational Families
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2018)
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Dispatches from Flyover Country: Four Appraisals of Impacts of Trump’s Immigration Policy on Families, Schools, and Communities
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2017)
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7 |
Trump, Immigration, and Children: Disrupted Schooling, Disrupted Lives
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2017)
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8 |
Teacher Perspectives on Equitable Education for Immigrant Students
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2017)
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9 |
Educator Responses to Migrant Children in Mexican Schools
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2016)
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10 |
Students We Share Are Also in Puebla, Mexico: Preliminary Findings from a 2009–2010 Survey
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2016)
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11 |
Multilingual pedagogies and pre-service teachers: Implementing “language as a resource” orientations in teacher education programs
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2016)
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12 |
Education Policy Implementation in the New Latino Diaspora
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2015)
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13 |
Moisés Sáenz: Vigencia de su Legado (English translation)
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2015)
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14 |
Series Editors' Foreword: The Construction, Negotiation, and Representation of Immigrant Student Identities in South African Schools (Vandeyar & Vandeyar).
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2015)
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15 |
SEGREGATION, INEQUALITY, DEMOGRAPHIC CHANGE, AND SCHOOL CONSOLIDATION
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In: Great Plains Research: A Journal of Natural and Social Sciences (2013)
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16 |
Organization of Schooling in Three Countries
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2013)
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17 |
Accessing High-Quality Instructional Strategies
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2012)
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18 |
Improving Elementary American Indian Students’ Math Achievement with Inquiry-Based Mathematics and Games
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2012)
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19 |
Rural Latino High School Students Considering Identity and Belonging Through Comparative Study of Newcomer Youth in South Africa
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2012)
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20 |
Teacher Education and Supporting Immigrant Students in the Standards-Based Education Era
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2012)
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