Overcoming the Gentrification of Dual Language, Bilingual and Immersion Education

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.

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



Chapter 12.  Nelson Flores: Nice White Parents and Dual Language Education 



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  



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 



Kate Menken, Juan A. Freire and M. Garrett Delavan: Conclusion: Overcoming DLBE Gentrification by Aiming for the Commons



Index