Acceso usuarios
City of Philadelphia, Estados Unidos
Unlike most research on Chinese-English Dual Language Bilingual Education (DLBE) programs, which primarily centers around one-way DLBE programs serving mostly English-dominant, middle-class children (e.g. Tian, Z. 2020. “Translanguaging Design in a Mandarin/English Dual Language Bilingual Education Program: A Researcher-Teacher Collaboration.” Doctoral diss., Boston College. Proquest Dissertations & Theses Global; Zheng, B. 2020. “Neoliberal Multilingualism and ‘humanitarian Connections’: Discourses around Parents’ Experiences with a Mandarin Chinese Immersion School.” Language and Education 35 (1): 78–95. https://doi.org/10.1080/09500782.2020.1828451.), my research takes place in a different context – an all-minority student program in New York City. In this seemingly ideal program designed to serve emergent bilinguals, challenges, inequalities, and marginalization persist in less obvious ways. Through my ethnographic research at the DLBE program, I identified the often-unnoticed raciolinguistic ideologies embedded in the Chinese Language Arts (CLA) and Mathematics curricula and assessments. More specifically, such ideologies are evident in the curricula and evaluation methods that significantly prioritize English over Chinese. These raciolinguistic ideology-embedded curricula and assessments have detrimentally impacted teaching and learning by disproportionately skewing the instructional focus toward English and excluding students in need of extra academic support. In light of this, I discuss the implications of fostering inclusivity within DLBE programs and transforming them into an educational space that genuinely challenges the hegemonic function of English that is so prevalent within the United States.
