Four decades after Castañeda: a critical analysis of Bilingual/Dual Language Education in Colorado.

IF 1.4 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH Language Policy Pub Date : 2022-01-01 Epub Date: 2022-06-29 DOI:10.1007/s10993-022-09628-1

Kathy Escamilla, Sheila Shannon, Jorge García

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引用次数: 2

Abstract

The Castañeda Standard was handed down in 1981. We use this Standard along with Latino Critical Race Theory (Solorzano & Yosso, 2001) and Ruiz's Language Orientations (1984) to conduct a historical analysis of bilingual education in Colorado from 1976 to 2019 to examine the availability of bilingual/dual language education for Latinx students over four decades. Our historical analysis resulted in dividing Colorado's bilingual history into four time periods (1976-1981; 1981-2000, 2000-2018 and 2019-present). Findings indicated that other than a brief period (1976-1981) the history of bilingual education and all other program types in Colorado has been oriented toward language as a problem and toward systemic racism with regard to language policies and practices. However, the community also developed resistant capital to maintain bilingual education despite formidable odds. This is particularly true for Spanish speaking Mexican origin children and families. Moreover, we demonstrate that while Castañeda had some influence on bilingual education over the past 40 years, it could have had much more if the Standard had been updated over time especially regarding Prongs 1 and 3. We conclude that Castañeda needs to be updated and strengthened especially in states such as Colorado with weak oversight and monitoring of programs for EB students.

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Castañeda四十年后:对科罗拉多州双语/双语教育的批判性分析。

Castañeda标准于1981年颁布。我们将此标准与拉丁裔批判种族理论(Solorzano & Yosso, 2001)和Ruiz的语言取向(1984)一起，对1976年至2019年科罗拉多州的双语教育进行了历史分析，以检查四十年来拉丁裔学生双语/双语教育的可用性。我们的历史分析将科罗拉多州的双语历史划分为四个时期(1976-1981;1981-2000年、2000-2018年和2019年至今)。调查结果表明，除了一个短暂的时期(1976-1981)，科罗拉多州的双语教育和所有其他类型的课程的历史一直是将语言作为一个问题，以及在语言政策和实践方面的系统性种族主义。然而，尽管困难重重，社区也发展了抵抗资本来维持双语教育。对于说西班牙语的墨西哥裔儿童和家庭来说尤其如此。此外，我们证明，虽然Castañeda在过去40年里对双语教育产生了一些影响，但如果标准随着时间的推移而更新，特别是在第1和第3方面，它可能会产生更多的影响。我们的结论是，Castañeda需要更新和加强，特别是在科罗拉多州等对EB学生项目监督薄弱的州。

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来源期刊

Language Policy Multiple-

CiteScore

3.60

自引率

6.20%

发文量

期刊介绍： Language Policy is highly relevant to scholars, students, specialists and policy-makers working in the fields of applied linguistics, language policy, sociolinguistics, and language teaching and learning. The journal aims to contribute to the field by publishing high-quality studies that build a sound theoretical understanding of the field of language policy and cover a range of cases, situations and regions worldwide. A distinguishing feature of this journal is its focus on various dimensions of language educational policy. Language education policy includes decisions about which languages are to be used as a medium of instruction and/or taught in schools, as well as analysis of these policies within their social, ethnic, religious, political, cultural and economic contexts. The journal aims to continue its tradition of bringing together solid scholarship on language policy and language education policy from around the world but also to expand its direction into new areas. The editors are very interested in papers that explore language policy not only at national levels but also at the institutional levels of schools, workplaces, families, health services, media and other entities. In particular, we welcome theoretical and empirical papers with sound qualitative or quantitative bases that critically explore how language policies are developed at local and regional levels, as well as on how they are enacted, contested and negotiated by the targets of that policy themselves. We seek papers on the above topics as they are researched and informed through interdisciplinary work within related fields such as education, anthropology, politics, linguistics, economics, law, history, ecology, and geography. We particularly are interested in papers from lesser-covered parts of the world of Africa and Asia. Specifically we encourage papers in the following areas: Detailed accounts of promoting and managing language (education) policy (who, what, why, and how) in local, institutional, national and global contexts. Research papers on the development, implementation and effects of language policies, including implications for minority and majority languages, endangered languages, lingua francas and linguistic human rights; Accounts of language policy development and implementation by governments and governmental agencies, non-governmental organizations and business enterprises, with a critical perspective (not only descriptive). Accounts of attempts made by ethnic, religious and minority groups to establish, resist, or modify language policies (language policies ''from below''); Theoretically and empirically informed papers addressing the enactment of language policy in public spaces, cyberspace and the broader language ecology (e.g., linguistic landscapes, sociocultural and ethnographic perspectives on language policy); Review pieces of theory or research that contribute broadly to our understanding of language policy, including of how individual interests and practices interact with policy. We also welcome proposals for special guest-edited thematic issues on any of the topics above, and short commentaries on topical issues in language policy or reactions to papers published in the journal.