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A raciolinguistic perspective is one of several frameworks at the forefront of critical scholarship centering dual language bilingual education (DLBE) as it seeks to uncover the ways that language and race intersect in the maintenance of social inequalities even within efforts to promote bilingual education (Flores, N., and L. McAuliffe. 2022. “In Other Schools You Can Plan It That way”: Raciolinguistic Perspective on Dual Language Education.” International Journal of Bilingual Education and Bilingualism 25 (4): 1349–1362). This critical scholarship highlights and problematizes raciolinguistic ideologies that reflect ideas about the language practices of racialized speakers as an underlying contributor to racial inequities in DLBE contexts. However, little to no attention has been given to why raciolinguistic ideologies might be reproduced by the very individuals they may marginalize.
In this article, I explore how the reproduction of raciolinguisitc ideologies by Black speakers can be connected to macroaggressions that help shape who is considered ideal (or not) for DLBE. I do so by analyzing raciolinguisitc ideologies reproduced by two Black stakeholders affiliated with a dual language immersion (DLI) school located in a predominantly Black and low-income community. The raciolinguistic ideologies reproduced point to perceptions of racial and linguistic difference, but given the positionality of the two stakeholders, suggest an internalization of the institutional and systemic devaluation of the English language practices of low-income Black students that continue to exist, even in DLI contexts.
