A Strategic Exploration of Bilingual Education Policy
bilingual education, translanguing, policy, practice, English Language Learners
Language diversity in the United States has always been part of its history, yet policy and funding have not always promoted bilingualism or multiculturalism. Throughout the history of bilingual education, administrators, politicians, and policymakers have changed their preferences and practices in response to trends and ideological shifts (Crawford, 2004). Even with a plethora of research regarding the benefits of bilingualism and biliteracy in support of bilingual education (Baker, 201; Camilleri, 1996; Fuh Suh, 2022; Goodman, & Tastanbek, 2021; McCarty, 1980), the literature on bilingual policy exclusively focuses on the use of two languages as languages of instruction with the sole purpose of eventually transitioning fully to English. The purpose of this paper is to provide a strategic analysis of discourse on language policy.
Strunc, Abbie; Berg, Helen; and Godwin, Amber J.
"A Strategic Exploration of Bilingual Education Policy: An Interpretive Policy Analysis,"
School Leadership Review: Vol. 17:
2, Article 10.
Available at: https://scholarworks.sfasu.edu/slr/vol17/iss2/10
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