Seventh International Conference on Immersion and Dual Language Education

Strand II: Advocacy & Policy

not language specific

This paper analyzes the national movement for dual language (DL) schooling in states without a long-standing tradition of bilingual education, such as Delaware, Georgia, Missouri, North Carolina, and Wyoming. The overarching research question was: “How have public DL education policies and schools been established across the United States?” Data sources included state-level policy documents, media reports, and educators' accounts. Analyses reveal the discourses and aims of DL education in these states, for example: how DL policies were created with an aim toward economic development; how policies/programs have foregrounded the needs of English-dominant youth, rather than children from language minoritized families; and how diverse local contexts and material constraints have led to challenges with policy/program implementation. Discussion will examine such situations facing DL educators and suggest ways to ensure equitable and humanizing language education policies for all children.