Skip to main content
×
×
Home

Challenging Linguistic Purism in Dual Language Bilingual Education: A Case Study of Hebrew in a New York City Public Middle School

  • Kate Menken (a1) and Sharon Avni (a2)
Abstract

Dual language bilingual education (DLBE) programs, in which students are taught language and academic content in English and a partner language, have dramatically grown in popularity in U.S. schools. Moving beyond the teaching of Spanish and Chinese, DLBE programs are now being offered in less commonly taught languages and attracting new student populations. Based on qualitative research conducted in a New York City public middle school that recently began a Hebrew DLBE program, we found that this program, in its inception and design, challenges traditional definitions of DLBE and offers new understandings about bilingual education for the 21st century. We argue that the policies and guidelines for the provision of DLBE and the scholarship upon which they are based are rooted in notions of linguistic purism that fail to consider or meet the needs of communities enrolling in bilingual education programs today.

Copyright
References
Hide All
Alanís, I., & Rodríguez, M. (2008). Sustaining a dual language immersion program: Features of success. Journal of Latinos and Education, 7 (4), 305319.
Avni, S. (2012). Hebrew as heritage: The work of language in religious and communal continuity. Linguistics and Education, 23, 323333.
Avni, S. (2015). The meanings of Hebrew: Defining bilingual education in dual language charter school education. International Journal of Bilingual Education and Bilingualism, 18 (2), 188202.
Avni, S., & Menken, K. (2012). Educating for Jewishness: The teaching and learning of Hebrew in day school education. In García, O., Zakharia, Z., & Octu, B. (Eds.), Bilingual community education and multilingualism (pp. 190203). Bristol, UK: Multilingual Matters.
Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Bristol, UK: Multilingual Matters.
Brutt-Griffler, J., & Varghese, M. (2004). Introduction. International Journal of Bilingual Education and Bilingualism, 7 (2&3), 93101.
Cenoz, J., & Gorter, D. (2011). Focus on multilingualism: A study of trilingual writing. The Modern Language Journal, 95 (3), 356369.
Christian, D. (2011). Dual language education. In Hinkel, E. (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 320). New York, NY: Routledge.
Cummins, J. (2008). Teaching for transfer: Challenging the two solitudes assumption in bilingual education. In Cummins, J. & Hornberger, N. (Eds.), Encyclopedia of language and education: Vol. 5. Bilingual education (2nd ed., pp. 6575). Boston, MA: Springer.
de Jong, E. & Bearse, C. (2012). Dual language programs as a strand within a secondary school: Dilemmas of school organization and the TWI mission. International Journal of Bilingual Education and Bilingualism, 17 (1), 1531.
Dorner, L. (2015). What is dual language education? Cambio Center eBrief. University of Missouri, Columbia, Missouri.
Freeman, Y., Freeman, D., & Mercuri, S. (2005). Dual language essentials for teachers and administrators. Portsmouth, NH: Heinemann.
García, O. (2009). Bilingual education in the 21st century: A global perspective. West Sussex, UK: Wiley-Blackwell.
García, O., & Wei, Li (2014). Translanguaging: Language, bilingualism and education. London, UK: Palgrave Macmillan Pivot.
García, O., Velasco, P., Menken, K., & Vogel, S. (forthcoming). Dual language bilingual education in New York City: A potential unfulfilled. In Arias, M. & Fee, M. (Eds.), Perspectives on dual language programs. Clevedon, UK: Multilingual Matters.
Gort, M., & Sembiante, S. (2015). Navigating hybridized language learning spaces through translanguaging pedagogy: Dual language preschool teachers’ languaging practices in support of emergent bilingual children's performance of academic discourse. International Multilingual Research Journal, 9 (1), 725.
Grosjean, F. (1989). Neurolinguists, beware! The bilingual is not two monolinguals in one person. Brain and Language, 36, 315.
Harris, E. (2015, October 8). Dual-language programs are on the rise, even for native English speakers. New York Times. Retrieved from https://www.nytimes.com/2015/10/09/nyregion/dual-language-programs-are-on-the-rise-even-for-native-english-speakers.html
Howard, E., Sugarman, J., Christian, D., Lindholm-Leary, K., & Rogers, D. (2009). Guiding principles for dual language education. Washington, DC: Center for Applied Linguistics.
Jacobsen, R., & Faltis, C. (Eds.). (1990). Language distribution issues in bilingual schooling. Clevedon, UK: Multilingual Matters.
LeCompte, M., & Preissle, J. (1993). Ethnography and qualitative design in educational research (2nd ed.). San Diego, CA: Academic.
Lindholm-Leary, K. (2006). What are the most effective kinds of programs for English language learners? In Hamayan, E. & Freeman, R. (Eds.), English language learners at school (pp. 6485). Philadelphia, PA: Caslon.
Lindholm-Leary, K. & Genessee, F. (2010). Alternative educational programs for English learners. In California Department of Education (Ed.), Improving education for English learners: Research-based approaches (pp. 323382). Sacramento, CA: CDE Press.
Martínez, R., Hikida, M., & Durán, L. (2015). Unpacking ideologies of linguistic purism: How dual language teachers make sense of everyday translanguaging. International Multilingual Research Journal, 9 (1), 2642.
Menken, K. (2008). English learners left behind: Standardized testing as language policy. Clevedon, UK: Multilingual Matters.
Menken, K. (2013). Restrictive language education policies and emergent bilingual youth: A perfect storm with imperfect outcomes. Theory into Practice, 52 (3), 160168.
Menken, K., & Solorza, C. (2014). No child left bilingual: Accountability and the elimination of bilingual education programs in New York City schools. Educational Policy, 28 (1), 96125.
Miles, M., Huberman, A., & Saldaña, J. (2013). Qualitative data analysis: A methods sourcebook (3rd ed.). Los Angeles, CA: SAGE.
Myhill, J. (2004). Language in Jewish society: Towards a new understanding. Clevedon, UK: Multilingual Matters.
New York City Department of Education (NYCDOE). (2015a, December 3). Chancellor Fariña names 15 schools model dual language programs [Press release]. Retrieved from http://schools.nyc.gov/Offices/mediarelations/NewsandSpeeches/2015-2016/Chancellor+Farina+Names+15+Schools+Model+Dual+Language+Programs.htm
New York City Department of Education (NYCDOE). (2015b). Checklist: Primary characteristics of model dual language programs. New York, NY: Author.
New York City Department of Education (NYCDOE). (2016, April 4). Chancellor Fariña announces 38 new bilingual programs [Press release]. Retrieved from http://schools.nyc.gov/Offices/mediarelations/NewsandSpeeches/2015-2016/Chancellor+Farina+Announces+38+New+Bilingual+Programs.htm
New York City Department of Education (NYCDOE). (2017, February 28). Chancellor Fariña announces citywide bilingual expansion, bringing 68 new programs to schools this fall [Press release]. Retrieved from http://schools.nyc.gov/Offices/mediarelations/NewsandSpeeches/2016-2017/BilingualExpansion.htm
New York City Department of Education (NYCDOE), Division of English Language Learners and Student Support. (2016). English language learner demographics report: 2014–15 school year. Retrieved from http://schools.nyc.gov/NR/rdonlyres/0183D51C-377B-4ED7-BCBE-607AE4669D54/0/201415ELLDemographicReport.pdf
New York State Education Department. (2011). New York City Department of Education's Part 154 corrective action plan for English language learners. Retrieved from http://www.p12.nysed.gov/docs/nycdoe-cap.html
New York State Education Department. (2014). Chancellor's Regulations Part 154: Services for pupils with limited English proficiency. Retrieved from http://www.nysed.gov/common/nysed/files/programs/bilingual-ed/terms-154-1-effective-through-2014-15.pdf
Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6 (3), 281307.
Palmer, D., Martínez, R., Mateus, S., & Henderson, K. (2014). Reframing the debate on language separation: Toward a vision for translanguaging pedagogies in the dual language classroom. The Modern Language Journal, 98 (3), 757772.
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41 (3), 9397.
Rolstad, K., Mahoney, K., & Glass, G. (2005). The big picture: A meta-analysis of program effectiveness research on English language learners. Educational Policy, 19 (4), 572594.
Torres-Guzmán, M. (2007). Dual language programs: Key features and results. In García, O. & Baker, C. (Eds.), Bilingual education: An introductory reader (pp. 5063). Clevedon, UK: Multilingual Matters.
Umansky, I., & Reardon, S. (2014). Reclassification patterns among Latino English learner students in bilingual, dual immersion, and English immersion classrooms. American Educational Research Journal, 51, 879912.
Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

Annual Review of Applied Linguistics
  • ISSN: 0267-1905
  • EISSN: 1471-6356
  • URL: /core/journals/annual-review-of-applied-linguistics
Please enter your name
Please enter a valid email address
Who would you like to send this to? *
×

Metrics

Full text views

Total number of HTML views: 20
Total number of PDF views: 216 *
Loading metrics...

Abstract views

Total abstract views: 761 *
Loading metrics...

* Views captured on Cambridge Core between 21st September 2017 - 21st July 2018. This data will be updated every 24 hours.