As a doctoral student in education, I'm interested in investigating the following:
Why and how are dual-language (DL) programs becoming increasingly gentrified?
The main setting for exploring my research interests will be at the school where I currently
teach. I view it as a well-established dual-language (DL) program, a common sentiment
from the general community given the waiting lists for students are in the hundreds. I have
been teaching here for 15 years. When I began, the school was in its primitive stages of
implementation of dual language Spanish and Portuguese, with little sense of direction.
We had some core curriculum in place but lacked knowledge of DL pedagogy and the
necessary teaching resources to support second language acquisition. This was mainly
because the idea of DL education was in its initial stages of implementation in the state.
The most thrilling part of teaching in this program was that my Portuguese language skills
were highly valued by school administrators. I felt I served an important role and that I was
indispensable. My background with the Portuguese language was similar to that of most of
my students. We learned Portuguese because our parents viewed it as an important part
of our heritage and cultural identity. My parents were always very strict at home with
maintaining communication in Portuguese and this is how I was able to maintain and
embrace the language beyond my childhood. The fact that I was fully bilingual was
admirable and I wanted my students to have this opportunity to be bilingual, and most
importantly to embrace the language. I wanted to instill this sense of satisfaction in
my students.
were highly valued by school administrators. I felt I served an important role and that I was
indispensable. My background with the Portuguese language was similar to that of most of
my students. We learned Portuguese because our parents viewed it as an important part
of our heritage and cultural identity. My parents were always very strict at home with
maintaining communication in Portuguese and this is how I was able to maintain and
embrace the language beyond my childhood. The fact that I was fully bilingual was
admirable and I wanted my students to have this opportunity to be bilingual, and most
importantly to embrace the language. I wanted to instill this sense of satisfaction in
my students.
I did live in Portugal as a child for a few years. This experience helped me develop my
Portuguese literacy skills. I moved back to the U.S. when I was 12 and was immediately
placed in an ESL program in one of the most disenfranchised middle schools in
Providence. I wanted to move back to Portugal badly. I cried every day for weeks.
My middle school experience as an ESL student was torture. My parents didn't understand
my struggle. Although they were very financially stable and, owners of a successful business,
they were not educated. They did not understand how the educational system in the U.S.
worked or had any idea of the struggles I was enduring. They lacked, as Bourdieu terms,
cultural capital. Their knowledge and agility to navigate the best school setting for me was
non-existent. As far as they knew I had no better choice.
Portuguese literacy skills. I moved back to the U.S. when I was 12 and was immediately
placed in an ESL program in one of the most disenfranchised middle schools in
Providence. I wanted to move back to Portugal badly. I cried every day for weeks.
My middle school experience as an ESL student was torture. My parents didn't understand
my struggle. Although they were very financially stable and, owners of a successful business,
they were not educated. They did not understand how the educational system in the U.S.
worked or had any idea of the struggles I was enduring. They lacked, as Bourdieu terms,
cultural capital. Their knowledge and agility to navigate the best school setting for me was
non-existent. As far as they knew I had no better choice.
This brings me back to the reason why I want to conduct this study. I have observed that
the student and parent population at this school has drastically changed through my
15-year tenure. Fifteen years ago, the students were darker and poorer compared to the
students presently enrolled. I feel that as the school and DL language education gained
popularity, parents from privileged backgrounds began seeking the program for their
children at surpassing rates compared to lower-class and uneducated families.
What caused this drastic shift? Is it because having a child in a DL program the
trendy option? Or because these families recognize the numerous benefits bilingualism
provides since they come from more educated backgrounds?
the student and parent population at this school has drastically changed through my
15-year tenure. Fifteen years ago, the students were darker and poorer compared to the
students presently enrolled. I feel that as the school and DL language education gained
popularity, parents from privileged backgrounds began seeking the program for their
children at surpassing rates compared to lower-class and uneducated families.
What caused this drastic shift? Is it because having a child in a DL program the
trendy option? Or because these families recognize the numerous benefits bilingualism
provides since they come from more educated backgrounds?
And as a result, in what ways is this affecting families who lack the understanding of the
inherent benefits DL settings can provide? This directly reminds me of my parents.
They didn't know how to best support me or of other schools that could challenge me
linguistically and academically. They lacked this important advantage whose parents
have knowledge and political power to advocate for their children. As a result of my work,
I hope to contribute additional criticism to how our social and political systems continue
to perpetuate an imbalance of enriching educational experiences for wealthy and
poor communities.
poor communities.
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