About the Book
This volume proposes solutions to the gentrification of dual language, bilingual and immersion education by examining how it operates across diverse school and community contexts. It brings together studies in a number of areas including instruction, curriculum development, classroom interaction, school leadership, parent and community engagement, ideological discourse and language policy. Through academic and reader-friendly summaries of research, this book makes a strong theory-to-practice impact towards equitable integration in education programs and their surrounding neighborhoods. It draws attention to how understanding and responding to gentrification of language programs is part of the broader fight for racial and educational justice for immigrant communities in US schools, and offers practical recommendations with action steps for educators, families, school administrators, activists and other key stakeholders in language education.
The four stakeholder resource chapters in Part 2 have been made Open Access under a CC BY NC ND licence to allow all teachers and administrators to benefit from the research, with freely available practical guidance on working towards equity in language education.
To access the chapters please see the following links:
Chapter 11: Ivana Espinet, Kate Menken and Imee Hernandez: Nice-White-Parent Gentrification of a New York City Middle School: The French Dual Language Program at the School for International Studies
https://zenodo.org/records/10519199
Chapter 12: Nelson Flores: Nice White Parents and Dual Language Education
https://zenodo.org/records/10519269
Chapter 13: Deb Palmer, Emily Crawford-Rossi, Lisa Dorner, Claudia G. Cervantes-Soon and Dan Heiman: Countering Gentrification through Critical Consciousness: Recommendations and Success Stories for DLBE Educators
https://zenodo.org/records/10519319
Chapter 14: Katie A. Bernstein, Kathryn I. Henderson, Sofía Chaparro and Adriana Alvarez: Creating DLBE Programs that Center Equity in the Face of School Choice Policies
https://zenodo.org/records/10519390
Table of Contents:
Contributors
Nelson Flores: Foreword: Toward a Post-Gentrification Future in Bilingual Education Research, Policy and Practice
Juan A. Freire, Kate Menken and M. Garrett Delavan: An Introduction to Overcoming the Gentrification of Dual Language, Bilingual and Immersion Education
Chapter 1. M. Garrett Delavan, Juan A. Freire and Kate Menken: Setting the Foundation: Tracing the Evolving Critiques of the Gentrification of Dual Language Bilingual Education
Part 1: Research Chapters
Lens at the School Level
Chapter 2. Deborah Palmer and Suzanne García-Mateus: Colonizing Hillside Elementary: The Figured World(s) of Parent Engagement at a Gentrifying (Two-Way) Bilingual School
Chapter 3. Chris K. Chang-Bacon, Mariana Lima Becker and Gabrielle Oliveira: Contingent Commodification: Brazilian Students and the Gentrification of Portuguese–English Dual Language Bilingual Education
Chapter 4. Bingjie Zheng: The Impact of Neoliberal Multilingualism and Gentrification on Chinese DLBE Programs: Programs that Do and Don't Enroll Heritage Learners
Chapter 5. Luis E. Poza: 'Downplay that Spanish Side': The White Listening Subject in an Ethnically Homogenous Bilingual Program Cohort
Chapter 6. Ramón Antonio Martínez and CoCo Massengale: Translanguaging and Racialized Multilingual Children: Envisioning Dual Language Education for Working-Class Students of Color
Lens Beyond the School Level
Chapter 7. M. Garrett Delavan, Juan A. Freire and Verónica E. Valdez: Mass Production, Mass Marketing and Mass Displacement in DLBE Policy: A Call for Locally Crafted Programs
Chapter 8. P. Zitlali Morales, Ramona Alcalá, Norma Monsivais Diers and Nancy Domínguez-Fret: ¿Estamos Escuchando?: Creating Transformative Ruptures that Amplify Latinx Families’ Rights to DLBE in Chicagoland
Chapter 9. Trish Morita-Mullaney: Earmarking the Constellations of Financial Gentrification: The Elusivity of Funding Dual Language Bilingual Education for Emergent Bilinguals
Chapter 10. Dan Heiman, Mariela Nuñez-Janes, Ivonne Solano, César Rosales and María Fernanda Ortega: Críticos, no criticones: Applying the Actions of Critical Consciousness in an Interdisciplinary Collaboration Across Two Universities and a School District's Dual Language/ESL Department
Part 2: Stakeholder Resource Chapters
Chapter 11. Ivana Espinet, Kate Menken and Imee Hernandez: A Case of DLBE Gentrification and Tools for Engaging Stakeholders in How to Do Better
This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/10519199
Chapter 12. Nelson Flores: Nice White Parents and Dual Language Education
This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/10519269
Chapter 13. Deborah Palmer, Emily Crawford, Lisa Dorner, Claudia Cervantes-Soon and Dan Heiman: Countering Gentrification through Critical Consciousness: Recommendations and Success Stories for DLBE Educators
This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/10519319
Chapter 14. Katie A. Bernstein, Kathryn I. Henderson, Sofía Chaparro and Adriana Alvarez: Creating DLBE Programs that Center Equity in the Face of School Choice Policies
This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/10519390
Kate Menken, Juan A. Freire and M. Garrett Delavan: Conclusion: Overcoming DLBE Gentrification by Aiming for the Commons
Index
About the Author :
M. Garrett Delavan is Assistant Professor of World Language, Dual Language and ESOL Education at Georgia State University, USA. His research interests include equity in dual language bilingual education, discourse analysis of education policy and Earth consciousness in language education.
Juan A. Freire is Associate Professor in the School of Education at Brigham Young University, USA. His research focuses on equity in dual language bilingual education, multicultural and bilingual teacher research and language education policy and planning.
Kate Menken is Professor of Linguistics and TESOL at Queens College and Research Fellow at the Research Institute for the Study of Language in Urban Society, CUNY Graduate Center, USA. She is Co-Editor in Chief of Language Policy and serves on the board of various journals in bilingual education and multilingualism.
Review :
This book is a treasure of scholarly arguments by brilliant scholars who powerfully reject the gentrification of bilingual education theories in order to build culturally and linguistically responsive policies and practices that ideologically and pedagogically resist racialized bilingual classrooms and communities.
This important book is a cautionary tale about how the best of intentions can be undermined when careful attention isn’t paid to the equity challenges in dual language programs. Dual language educators would be wise to take the lessons presented here to heart and plan their programs accordingly.
This book engages the reader in an in-depth, critical conversation about how gentrification of dual language bilingual education (DLBE) programs affects policy and practice decision making at the program, school, district and state level, and points to ways to reconceptualize and reimagine DLBE through a new lens of integration. A terrific resource for those interested in the intersection of equity and bilingual education.
In their compelling collection of studies, Delavan, Freire, and Menken offer a thoughtprovoking examination of the systemic and pervasive issues of gentrification within DLBE in the United States. They present a valuable framework for understanding and addressing the root causes of gentrification, offering tangible steps to resist the influence of more affluent and influential communities. This book is a compelling call to action, challenging educators, policymakers, and communities to strive for meaningful change in bilingual education. The provided framework is comprehensive and practical, highlighting the human aspect of DLBE programming through the lens of “love, solidarity, consciousness, and hope.” Detailed examples of how DLBE leadership has embraced the framework and prioritized the communities they serve, underscore the potential of advocating for equity and justice as catalysts for social change.
