IDEOLOGICAL FOUNDATIONS, CURRICULAR MODELS, AND THE PATH OF BILINGUAL EDUCATION

This conceptual essay examines the historic, ideological foundations of bilingual education in the United States as influenced by various perspectives and policies related to multilingual learners. Additionally, past and current curricular models of bilingual education are analyzed through an ideolo...

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Bibliographic Details
Published in:Curriculum and teaching dialogue 2023-01, Vol.25 (1-2), p.203-340
Main Author: Davis, Leah
Format: Article
Language:English
Subjects:
Academic Achievement
Bilingual education
Bilingual Education Programs
Bilingual Schools
Bilingualism
Civil rights
Curricula
Education
Education policy
Educational Needs
Educational Resources
English language
Equal Education
Ideology
Immigrant students
Instructional design
Language Acquisition
Language instruction
Language Proficiency
Legislation
Limited English Speaking
Linguistics
Multilingualism
No Child Left Behind Act 2001-US
Non English Speaking
Power
School districts
Standardized tests
United Kingdom
Uruguay
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Summary:This conceptual essay examines the historic, ideological foundations of bilingual education in the United States as influenced by various perspectives and policies related to multilingual learners. Additionally, past and current curricular models of bilingual education are analyzed through an ideological lens, illustrating connections between monoglossic and heteroglossic ideologies and the curricular models. The practice of translanguaging is discussed as a heteroglossic practice that supports bilingualism in current and future curricular models and recommendations for stakeholders are addressed.
ISSN:1538-750X
2169-1231