Demographic silencing, ableism, and racialization in dual language bilingual education: A call for intersectional and program-level data reporting to assess gentrification

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education Pub Date : 2024-07-23 DOI:10.1016/j.linged.2024.101330

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引用次数: 0

Abstract

Drawing on a LangCrit perspective conscious of overlapping (or intersectional) processes of privilege and marginalization, we used a QuantCrit-informed critical discourse analysis to assess how the websites of 12 of the largest US school districts were communicating student demographics related to their dual language bilingual education (DLBE) programs across race, socioeconomics, ability, and English-learner designation. Findings show that explicitly DLBE-related documents never referred to student demographic percentages and none of the data portals could show overlapping demographic categories. Only one district offered program-level data, which suggested starkly lower inclusion of students with disabilities compared to school-level and district-level data. School-level data for other districts suggested equal to equitable access in all categories except ability. We call for (1) more research and advocacy to rectify demographic exclusions and (2) program-level reporting that can show overlapping demographics so that the public can better check for equity in special programs like DLBE.

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双语双语教育中的人口沉默、能力主义和种族化：呼吁进行跨部门和项目层面的数据报告，以评估城市化问题

我们从语言批判（LangCrit）的视角出发，意识到特权和边缘化的重叠（或交叉）过程，利用批判性话语分析（QuantCrit-informed critical discourse analysis）来评估美国最大的 12 个学区的网站是如何跨种族、社会经济、能力和英语学习者称号来传播与双语双语教育（DLBE）项目相关的学生人口统计数据的。调查结果显示，与双语双语教育相关的文件从未明确提及学生人口统计百分比，也没有任何一个数据门户网站能够显示重叠的人口统计类别。只有一个学区提供了项目层面的数据，这些数据表明，与学校层面和学区层面的数据相比，残疾学生的纳入率明显较低。其他学区的校级数据显示，除能力外，其他类别的学生都能平等地获得教育。我们呼吁：（1）进行更多的研究和宣传，以纠正人口统计学上的排斥现象；（2）进行项目层面的报告，以显示人口统计学上的重叠，从而使公众能够更好地检查像 DLBE 这样的特殊项目是否公平。

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来源期刊

Linguistics and Education Multiple-

CiteScore

2.80

自引率

12.50%

发文量

期刊介绍： Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.