Untapped potential: the current state of dual language education in Chicago Public Schools

IF 1.7 Q1 LINGUISTICS Bilingual Research Journal Pub Date : 2022-01-02 DOI:10.1080/15235882.2022.2095541

Nancy Domínguez-Fret, E. Oberto

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Abstract

ABSTRACT In Chicago Public Schools (CPS), Spanish Dual Language (DL) programs are caught up in a school choice paradigm, marketed by schools as special features by which to lure prospective families. Out of concern that this approach does not position schools to serve the full breadth of Latina/o/x students, who possess the social, cultural and linguistic resources tied to Spanish language, we assumed a LatCrit lens to conduct a Critical Race Spatial Analysis of DL programs in relation to Latina/o/x and white populations at macro and micro levels. Findings demonstrate that, in terms of the linguistic, cultural and social resources necessary for DL programming, Chicago’s Latina/o/x communities present CPS with the potential to implement far more DL programs than those currently available. Furthermore, CPS does not provide adequate access to DL programming for their large population of Latina/o/x students, and the geospatial proximity of a majority of programs to white populations suggests that CPS should interrogate who these programs are positioned to serve. We suggest the need for researchers, educators and advocates to be vigilant about their Latina/o/x communities’ access to DL education.

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未发掘的潜力：芝加哥公立学校的双语教育现状

摘要在芝加哥公立学校（CPS），西班牙语双语言（DL）课程被学校视为吸引潜在家庭的特色，被学校营销为择校模式。出于对这种方法不能使学校为拥有西班牙语相关社会、文化和语言资源的拉丁裔学生提供全面服务的担忧，我们假设LatCrit视角在宏观和微观层面对与拉丁裔和白人人口相关的DL项目进行批判性种族空间分析。研究结果表明，就DL节目所需的语言、文化和社会资源而言，芝加哥的拉丁裔社区为CPS提供了实施比目前更多DL节目的潜力。此外，CPS并没有为其庞大的拉丁裔学生群体提供足够的DL课程，而且大多数课程在地理空间上与白人群体接近，这表明CPS应该询问这些课程的服务对象。我们建议研究人员、教育工作者和倡导者需要警惕他们的拉丁裔社区获得DL教育的机会。

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来源期刊

Bilingual Research Journal LINGUISTICS-

CiteScore

2.60

自引率

12.50%

发文量

期刊介绍： The Bilingual Research Journal is the National Association for Bilingual Education’s premier scholarly, peer-reviewed research publication. Bilingual Research Journal delivers in-depth coverage of education theory and practice, dealing with bilingual education, bilingualism, and language policies in education. Topics include: -Assessment- Biliteracy- Indigenous languages- Language planning- Language politics- Multilingualism- Pedagogical approaches- Policy analysis- Instructional research- Language planning- Second language acquisition. The journal has a strong interest in matters related to the education of language minority children and youth in the United States, grades PreK-12, but articles focusing on other countries are often included if they have implications for bilingual education in the U.S.