Presentation Title:
How do Dual Language Bilingual Websites Include Emergent Bilinguals? National Analysis of 12 District Websites

Presentation Options: Onsite

Presentation Strand: Dual Language/Dual Immersion

Presentation Delivery Language: English

Description:

Dual language bilingual education (DLBE) is becoming increasingly gentrified as English-majority students occupy a growing number of seats within its classrooms. Emergent Bilinguals are the maleficiaries or the ones who are permitted to be in the program provided English-majority students reap the greatest benefits. We examined 12 large U.S. school districts and analyzed their websites. Findings demonstrate that the cognitive, sociocultural, and economic benefits are more generously mapped to English-majority students dismissing the identities of emergent bilinguals. Further, the bilingualism gained within DLBE would not harm the privilege of English. A matrix to counteract DLBE gentrification is discussed. 

Abstract:

In dual language bilingual education (DLBE) concerns persist that the English majority group are often the primary beneficiaries and Emergent Bilinguals (EBs) the maleficiaries (Kaveh et al., 2022), resulting in various forms of DLBE gentrification. Content on websites can create a discursive gentrification, where more privileged groups’ interests colonize DLBE, crowding out the needs and interests of EB families. As large school districts serve as important referents for other districts, it is important to identify how their web-based content markets itself to future and current student constituencies. Employing critical approaches to language policy and planning we selected 12 of the largest school districts spread throughout the U.S. based on 2018-2019 data and analyzed their public websites covering 268 DLBE artifacts. The analytical process included qualitative coding and multimodal critical discourse analysis approaches (Machin, 2013; Saldaña, 2009) resulting in four main themes. First, academic or cognitive benefits tended to function to privilege the English majority group over other constituencies. Second, sociocultural competence was framed in ways that privileged the English majority over EBs. Third, the use of economic benefit discourses silenced how these benefits would differ based on economic inequality among families. Lastly, there was a pattern of assurances that the bilingualism gained in DLBE would not threaten English hegemony and privilege. We demonstrate that the marketing emphasis on the benefits of DLBE constitute a form of discursive gentrification privileging the beneficiaries of DLBE. Implications for avoiding such gentrification traps and ensuring equity for EBs will be discussed. 

Presentation Types: Academic-50m

Target Audience: All

Primary Presenter's Telephone: 5755208482

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