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Zheng, Bingjie.

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Appropriating and Legitimating Chinese-English Dual Language Education: A Multi-Sited Ethnographic Study of Language Policy, Repertoires, and Socialization.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Appropriating and Legitimating Chinese-English Dual Language Education: A Multi-Sited Ethnographic Study of Language Policy, Repertoires, and Socialization./
Author:	Zheng, Bingjie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	335 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-07, Section: A.
Contained By:	Dissertations Abstracts International82-07A.
Subject:	Bilingual education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28262728
ISBN:	9798557035828

Appropriating and Legitimating Chinese-English Dual Language Education: A Multi-Sited Ethnographic Study of Language Policy, Repertoires, and Socialization.
Zheng, Bingjie.

Appropriating and Legitimating Chinese-English Dual Language Education: A Multi-Sited Ethnographic Study of Language Policy, Repertoires, and Socialization. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 335 p.

Source: Dissertations Abstracts International, Volume: 82-07, Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2020.

This item must not be sold to any third party vendors.

Studies in dual language contexts have examined the discourses and ideologies in classroom pedagogies and highlighted the issue of equity, hegemony, and power imbalance. Yet, it remains relatively unknown how multiple social actors in disparate communities appropriate dual language policy, learning, and teaching locally. Similarly, experiences of students from diverse social, linguistic, racial, and ethnic backgrounds have not been adequately included in the literature. To address this gap, this year-long multi-sited ethnographic study investigates the social dynamics, ideologies, and agency influencing the local appropriation of dual language education. This study reveals the social processes and practices of how multiple social actors re(interpret) and (re)negotiate dual language education to uphold their social interests at multiple levels, and how students from diverse backgrounds are socialized into dual language learning and bi/multilingualism across temporal and spatial scales.Focusing on lesser-researched Chinese-English dual language contexts and drawing on an ecological framework, this study adopts a comparative lens and includes two types of 50/50 dual language programs from two disparate communities: one a K-5 one-way dual language (foreign language immersion) school in a suburb located in the Midwestern U.S., and the other a Prek-8 two-way dual language (bilingual) school in an urban neighborhood in the Northeastern U.S. Findings reveal that, in both schools, the language separation policy is enforced at the official school level but translanguaging is appropriated unofficially at the classroom level, although the policy is practiced in different ways and guided by different school missions in response to the discourse of neoliberal multilingualism and English-monolingual assessment. In alignment, pedagogical repertoires are strategically assembled in the classrooms in both schools for particular pedagogical, social, and ideological functions. Findings also reveal that while dual language education supports some learners which the program aims to serve, it is not an automatic solution to support all minoritized learners: unequal access to learning and hegemonic spaces are (re)produced and (re)created where some learners struggle in gaining legitimacy.

ISBN: 9798557035828Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Bilingual education

Appropriating and Legitimating Chinese-English Dual Language Education: A Multi-Sited Ethnographic Study of Language Policy, Repertoires, and Socialization.
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