Article
Critical Translingual Perspectives on California Multilingual Education Policy
Educational Policy
(2022)
Abstract
Policies restricting bilingual education have yielded to policy frameworks touting its benefits. This shift corresponds with evolving lines of debate, focusing now on how bilingual education can best support racialized bilingual learners. One element of this new debate is the perspective on language underlying curriculum in bilingual programs, with a focus on translanguaging– normalization of the language practices of bilingual communities and positing that bilinguals draw from a singular linguistic repertoire. This article examines initiatives undertaken in California between 2010 and 2019 using Critical Policy Analysis. The work highlights that while opportunities for translanguaging have arisen, tensions between heteroglossic perspectives and the impulses toward standardization and commodification of language undermine such possibilities, and that notable gaps remain between teacher preparation frameworks and intended pedagogical practice.
Keywords
- bilingual education,
- language policy,
- teacher education
Disciplines
Publication Date
2022
DOI
https://doi.org/10.1177/08959048221130342
Citation Information
Eduardo Muñoz-Muñoz, Luis E. Poza and Allison Briceno. "Critical Translingual Perspectives on California Multilingual Education Policy" Educational Policy (2022) ISSN: 0895-9048 Available at: http://works.bepress.com/luis_poza/56/