Interest convergence and hegemony in dual language: Bilingual education, but for whom and why?

Kelly, Laura Beth

doi:10.1007/s10993-016-9418-y

Cited by 26 publications

(14 citation statements)

References 38 publications

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“…It was the first year in a general education classroom for four of the students. All classroom instruction occurred in English; in the study context, bilingual education and English as a second language (ESL) support were not available (Kelly, 2016).…”

Section: Methodsmentioning

confidence: 99%

The Development of Positive Literate Identities Among Emerging Bilingual and Monolingual First Graders

Moses

Kelly

2017

Journal of Literacy Research

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In this study, the researchers examined how first-grade students initially positioned as struggling readers took up literacy practices to reposition themselves as capable competent readers and part of a literate community of practice over an academic year. Using positive discourse analysis and case study methodology, the researchers documented and analyzed the identity work of two students, an English monolingual and a Spanish-English emerging bilingual, who worked to reposition themselves in their classroom community. The participants were part of a diverse, urban, first-grade dialogic inquiry-based classroom in the Southwest. The yearlong study documented students taking up inclusive literacy practices, practices that invited the participation of all students regardless of literacy level or language background, to negotiate positive identities in the literate community. The in-depth qualitative analysis utilized both positive and critical discourse analysis lenses to provide research that not only deconstructs power but also identifies positive ways in which students make room for themselves within academic settings. The use of both lenses led to findings on identity negotiations that provide insight into possibilities for power to be redistributed in positive ways for young children.

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Section: Methodsmentioning

confidence: 99%

The Development of Positive Literate Identities Among Emerging Bilingual and Monolingual First Graders

Moses

Kelly

2017

Journal of Literacy Research

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“…As the number and concentration of charter schools grows across the US, and around the world, school leaders in all types of schools are increasingly tasked with marketing their schools to attract and retain students (DiMartino & Jessen, 2014, 2018Lubienski, 2007;Lumby & Foskett, 1999;Lundahl & Olson, 2013;Oplatka & Hemsley-Brown, 2010). In systems of choice, school leaders are no longer more or less guaranteed students from traditional feeder pipelines; instead, they must often compete for students and adopt business-like strategies, such as marketing (Gewirtz et al, 1995;Lubienski, 2007).…”

Section: Marketing and Recruitment Practices In Charter Schoolsmentioning

confidence: 99%

“…In doing so, measures of diversity risk furthering the interests of those already in power. For instance, studies of dual-language schools and bilingual education policy have highlighted the recent embrace of dual-language schools by White families (Valdez, Delevan, & Freire, 2016;Kelly, 2018). Here, diversity and access to a second language are framed as powerful assets in a competitive and precarious economy.…”

Section: Frameworkmentioning

confidence: 99%

What is diverse enough? How “intentionally diverse” charter schools recruit and retain students

Jabbar

Wilson

2018

EPAA

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School choice has the potential to be a tool for desegregation, but research suggests that choice more often exacerbates segregation than remedies it. In the past several years, hundreds of 'intentionally diverse' charter schools have opened across the country, potentially countering the link between charter schools and segregation. Yet, these schools raise important questions about choice, segregation, and equity. For instance: how do leaders of diverse charter schools prioritize diversity in decisions about location, marketing, and recruitment? What are the implications of these diversity efforts for equity, especially within competitive and marketized educational contexts? We explore the concrete recruiting and marketing strategies schools used to build and retain their diverse communities, drawing on qualitative data from New Orleans, LA and Minneapolis-St. Paul, MN. We identify key strategies used by school leaders, but also note that many strategies were ad-hoc and experimental. Furthermore, we note that schools often did not articulate their goals for diversity,

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“…They explain how “the language and communicative norms of those in power [are upheld] as ‘standard,’ ‘official,’ ‘normal,’ ‘appropriate,’ ‘respectful’” or academic (Alim & Smitherman, 2012, p. 171). Related, the authors describe elite, elective, and circumstantial bilingualism, and illuminate how for many white Americans bilingualism is considered a professional asset, whereas for many English learners, their schools treat their emerging bilingualism as a liability (Kelly, 2018). This discussion of language and power in American society provides critical opportunities for professional reflection for English teachers.…”

Section: Who Are English Learners?mentioning

confidence: 99%

Literacy Workshops for English Learners: A Review of But Does This Work With English Learners?

Kelly¹

2021

J Adolescent & Adult Lit

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This article provides a book review of But Does This Work With English Learners? A Guide for English Language Arts Teachers, Grades 6‐12 by Mandy Stewart and Holly Genova. This professional development book supports English Language Arts teachers, especially English as a Second Language teachers, to adapt readers’ and writers’ workshops to meet the needs of English Learners. The book provides robust and humanizing descriptions of classroom practice and suggestions for curriculum development for teachers who wish to use literacy workshop approaches with students developing English.

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Interest convergence and hegemony in dual language: Bilingual education, but for whom and why?

Cited by 26 publications

References 38 publications

The Development of Positive Literate Identities Among Emerging Bilingual and Monolingual First Graders

The Development of Positive Literate Identities Among Emerging Bilingual and Monolingual First Graders

What is diverse enough? How “intentionally diverse” charter schools recruit and retain students

Literacy Workshops for English Learners: A Review of But Does This Work With English Learners?

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