10.3 References for Language Policy in Multilingual Classrooms

Hina Ashraf

References

Almack, J. C. (1919). Americanization: A suggested outline for teachers of aliens. University Press.

American Councils Research Center (2021). 2021 Canvass of dual language and immersion (DLI) programs in US public schools. American Councils for International Education. Retrieved from https://www.americancouncils.org/sites/default/files/documents/pages/2021-10/Canvass%20DLI%20-%20October%202021-2_ac.pdf

Archey, X. (2024). Language ideology: The driver of inclusive education. In A. Freire, J., Alfaro, C., & de Jong, E. (Eds.), The handbook of dual language bilingual education (pp. 290–304). Routledge.

Babino, A., & Stewart, M. A. (2018). Remodeling dual language programs: Teachers enact agency as critically conscious language policy makers. Bilingual Research Journal, 41(3), 272–297. https://doi.org/10.1080/15235882.2018.1489313

Baran, D. (2017). Language in immigrant America. Cambridge University Press.

Berrol, S. C. (1995). Growing up American: Immigrant children in America, then and now. Twayne Publishers.

Brown, A. (2021). Monolingual versus multilingual foreign language teaching: French and Arabic at beginning levels. Language Teaching Research, 27(6), 1634–1659. https://doi.org/10.1177/1362168821990347

Burkhauser, S., Steele, J. L., Li, J., Slater, R. O., Bacon, M., & Miller, T. (2016). Partner‐ language learning trajectories in dual‐language immersion: Evidence from an urban district. Foreign Language Annals, 49(3), 415–433. https://doi.org/10.1111/flan.12218

Castañeda v. Pickard, 648 F.2d 989 (5th Cir. 1981).

Cervantes-Soon, C. G. (2014). A critical look at dual language immersion in the new Latin@ diaspora. Bilingual Research Journal, 37(1), 64–82. https://doi.org/10.1080/15235882.2014.893267

Crawford, J. (1992). Hold your tongue: Bilingualism and the politics of “English only.” Addison-Wesley.

Crawford, J. (1987, April 1) Bilingual education traces its U.S. roots to the colonial era. Education Week. [online] Retrieved fromhttps://www.edweek.org/teaching-learning/bilingual-education-traces-its-u-s-roots-to-the-colonial-era/1987/04

Davidson, D., Vanegas, S. B., Hilvert, E., Rainey, V. R., & Misiunaite, I. (2019). Examination of monolingual (English) and bilingual (English/Spanish; English/Urdu) children’s syntactic awareness. Journal of Child Language, 46(4), 682–706. https://doi.org/10.1017/S0305000919000059

Demiralp, M. (2020). The C-test as a second language proficiency estimate and screening test in Turkish: An argument-based validation study (Doctoral dissertation, University of Bristol). University of Bristol. https://research-information.bris.ac.uk/ws/portalfiles/portal/247899469/Final_Copy_2020_7_24_Demiralp_M_PhD.pdf

Fink, L., Di Silvio, F., & Morgan, J. (2022). Less common languages, common needs for K-12 instructors. Journal of the National Council of Less Commonly Taught Languages, 26, 104–141. https://ncolctl.org/wp-content/uploads/2022/05/Less-Common-Languages-Common-Needs-for-K-12-Instructors.pdf

Flores, N. (2014). Creating republican machines: Language governmentality in the United States. Linguistics and Education, 25, 1–11.  https://doi.org/10.1016/j.linged.2013.11.001

Flores, N., & García, O. (2017). A critical review of bilingual education in the United States: From basements and pride to boutiques and profit. Annual Review of Applied Linguistics, 37, 14–29. https://doi.org/10.1017/s0267190517000162

Flores, N., & McAuliffe, L. (2022). ‘In other schools you can plan it that way’: A raciolinguistic perspective on dual language education. International Journal of Bilingual Education and Bilingualism, 25 (4), 1349­­–1362. https://doi.org/10.1080/13670050.2020.1760200.

Forman, S. (2016). Interests and conflicts: exploring the context for early implementation of a dual language policy in one middle school. Language Policy, 15(4), 433–451. https://doi.org/10.1007/s10993-015-9377-8

Freire, J., Gambrell, J., Kasun, G. S., Dorner, L., & Cervantes-Soon, C. (2022). The expropriation of dual language bilingual education: Deconstructing neoliberalism, whitestreaming, and English-hegemony. International Multilingual Research Journal, 16(1), 27–46. https://doi.org/10.1080/19313152.2021.1929762

Freire, J., Garrett Delavan, M., & Valdez, V. E. (2021). Grassroots resistance and activism to one-size-fits-all and separate-but-equal policies by 90:10 dual language schools en comunidades latinas, International Journal of Bilingual Education and Bilingualism, 25(6), 2124–2141. https://doi.org/10.1080/13670050.2021.1874868

García, O. & Alfaro, C., & Freire, J. A. (2023). Theoretical foundations of dual language bilingual education. In J. A. Freire, C. Alfaro, & E. de Jong (Eds.), The handbook of dual language bilingual education (1st ed., pp. 90–304). Routledge. https://doi.org/10.4324/9781003269076

García, O., & Menken, K. (2015). Cultivating an ecology of multilingualism in schools. In B. Spolsky, O. Inbar-Lourie, & M. Tannenbaum, (Eds.), Challenges for language education and policy: Making space for people (pp. 95–108). Routledge.

Gottlieb, M. (2023). Right from the start: Enriching learning experiences for multilingual learners through multiliteracies. Center for Applied Linguistics.

Greenberg, J. H. (1956). The measurement of linguistic diversity. Language, 32(1), 109–115. https://doi.org/10.2307/410659

Huebner, G. G. (1906). The Americanization of the immigrant. The ANNALS of the American Academy of Political and Social Science, 27(3), 191–213.  https://doi.org/10.1177/000271620602700322

Hult, F. M., & Hornberger, N. H. (2016). Revisiting orientations in language planning: Problem, right, and resource as an analytical heuristic. The Bilingual Review/La Revista Bilingüe, 33(3), 30–49. Retrieved from https://repository.upenn.edu/gse_pubs/476

Hur, H. (2017). Diagnostic assessment: Incorporation of assessment and teaching in foreign language education. In Proceedings of the ALTE 6th International Conference (pp. 141–146). Bologna, Italy: 3-5 May.

Johnston, B., & Janus, L. (2003). Teacher professional development for the less commonly taught languages (report). Center for Advanced Research on Language Acquisition, University of Minnesota.

Katznelson, N., Bernstein, K. A., & Henderson, K. I. (2023). Discourses in dual language bilingual education. In J. A. Freire, C. Alfaro, & E. de Jong, (Eds.), The handbook of dual language bilingual education (1st ed., pp. 514–535). Routledge.

Keller, G. (1983). What can language planners learn from the Hispanic experience with corpus planning in the United States? In J. Cobarrubias & J. Fishman (Eds.), Progress in language planning: International perspectives (pp. 253–266). De Gruyter Mouton. https://doi.org/10.1515/9783110820584.253

Kim, S. (2017). A survey on postsecondary Korean language programs in the United States. Journal of Less Commonly Taught Languages, 21, 99–126. http://www.ncolctl.org/files/Jncolctl-vol-21/A-Survey-on-Postsecondary-Korean-Languag-Programs-in-the-United-States.pdf

Kloss, H. (1998). The American bilingual tradition (Original work published 1977). Newbury House.

Lau v. Nichols, 414 U.S. 563 (1974).

Lieven, E. & Stoll, S. (2013). Early communicative development in two cultures: A comparison of the communicative environments of children from two cultures. Human Development, 56(3), 178–206. https://doi.org/10.1159/000351073

Mahoney, K., Lillie, K. E., Rolstad, K., MacSwan, J., DuBois, N., & Haladyna, T. (2022). Castañeda’s third prong redux: The achievement of Arizona’s English language learners after Proposition 203. International Journal of Bilingual Education and Bilingualism, 25(9), 3199–3213. https://doi.org/10.1080/13670050.2022.2026289

McCarty, T.L. (2013). Language planning and policy in Native America: History, theory, praxis. Multilingual Matters.

McGroarty, M. (2001). Bilingual approaches to language learning. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 345-356). Heinle & Heinle.

McGroarty, M., & Fitzsimmons-Doolan, S. (2014). Approaches to school-based bilingual education. In M. Celce-Murcia, D.M. Brinton, & M.A. Snow (Eds.), Teaching English as a second or foreign language, (4th ed., pp. 501–515). National Geographic Learning/Heinle Cengage Learning.

McLanahan (1904). Our people of foreign speech. Fleming H. Revell & Co.

Mirza, A., Gottardo, A. & Chen, X. (2017). Reading in multilingual learners of Urdu (L1), English (L2) and Arabic (L3). Reading and Writing, 30, 187–207. https://doi.org/10.1007/s11145-016-9669-1

Mohanty, A. (2010). Languages, inequality and marginalization: Implications of the double divide in Indian multilingualism. International Journal of the Sociology of Language, 2010(205), 131–154. https://doi.org/10.1515/ijsl.2010.042

Morita-Mullaney, T. & Chesnut, C. (2022) Equity traps in the deselection of English learners in dual language education: A collective case study of school principals. NABE Journal of Research and Practice, 12(2), 49–68, https://doi.org/10.1080/26390043.2022.2079390

Mumtaz, S., & Humphreys, G. W. (2002). The effect of Urdu vocabulary size on the acquisition of single word reading in English. Educational Psychology, 22(2), 165–190. https://doi.org/10.1080/01443410120115247

Nascimento, F. C. (2017). Benefits of dual language immersion on the academic achievement of English language learners. International Journal of Literacies, 24(1), 1–15. https://doi.org/10.18848/2327-0136/cgp/v24i01/1-15

Paat, Y. F. (2013). Working with immigrant children and their families: An application of Bronfenbrenner’s ecological systems theory. Journal of Human Behavior in the Social Environment, 23(8), 954–966. https://doi.org/10.1080/10911359.2013.800007

Padilla, A. M., Chen, X., Swanson, E., Peterson, M., & Peruzzaro, A. (2022). Longitudinal study of Spanish dual language immersion graduates: Secondary school academic and language achievement. Foreign Language Annals, 55(2), 408–434. https://doi.org/10.1111/flan.12615

Palmer, D. K. (2009). Middle-class English speakers in a two-way immersion bilingual classroom: “Everybody should be listening to Jonathan right now . . .”. TESOL Quarterly, 43 (2), 177–202. https://doi.org/10.1002/j.1545-7249.2009.tb00164.x

Pavlenko, A. (2002). We have room for but one language here: Language and national identity in the US at the turn of the 20th century.  Multilingua, 21(2-3), 163–196. https://doi.org/10.1515/mult.2002.008

Porter, L. (2018). Journeying together: Improving parent relations within dual-language immersion programs as a model for cross-cultural understanding and collaboration. Journal of Interdisciplinary Studies in Education, 6(2), 19–31. https://www.ojed.org/index.php/jise/article/view/1428

Ricento, T. (2000). Historical and theoretical perspectives in language policy and planning. Journal of Sociolinguistics, 4(2), 196–213. https://doi.org/10.1111/1467-9481.00111

Ricento, T. (2014). Thinking about language: What political theorists need to know about language in the real world. Language Policy, 13(4), 351–369. https://doi.org/10.1007/s10993-014-9322-2

Richards, H. V., Brown, A. F., & Forde, T. B. (2007). Addressing diversity in schools: Culturally responsive pedagogy. TEACHING exceptional children, 39(3), 64–68. https://doi.org/10.1177/004005990703900310

Roediger, D. R. (2006). Working toward whiteness: How America’s immigrants became white: The strange journey from Ellis Island to the suburbs. Basic Books; Hachette.

Roos, P. (2022). Clamping down on the Castañeda standard: Turning the screws for educational equity. Language Policy, 21(3), 475–480. https://doi.org/10.1007/s10993-022-09629-0

Ruíz, R. (1984). Orientations in Language Planning, NABE Journal, 8(2),15–34. https://doi.org/10.1080/08855072.1984.10668464 

Sneddon, R. (2008). Young bilingual children learning to read with dual language books. English Teaching: Practice and Critique, 7(2), 71–84.

Spolsky, B. (2009). Language management for endangered languages: The case of Navajo. In P. K. Austin (Ed.) Language documentation and description, vol 6. (pp. 117–131). SOAS. https://www.lddjournal.org/article/id/1093/

Steele, J.L., Slater, R., Zamarro, G., Miller, T., Li, J., Burkhauser, S., & Michael Bacon, M. (2017). Effects of dual-language immersion programs on student achievement: Evidence from lottery data. American Educational Research Journal, 54(1_suppl),282S–306S. https://doi.org/10.3102/0002831216634463

Tran, N. A., Behseta, S., Ellis, M., Martinez-Cruz, A., & Contreras, J. (2015). The Effects of Spanish English Dual Language Immersion on Student Achievement in Science and Mathematics. eJournal of Education Policy (Special Issue), 57–77.

Valdés, G. (1997). Dual-language immersion programs: A cautionary note concerning the education of language-minority students. Harvard Educational Review, 67(3), 391–429. https://doi.org/10.17763/haer.67.3.n5q175qp86120948

Wiley, T. G., & De Korne, H. (2014). Historical orientations to language policy in the United States. Language Policy Research Network (LPReN). Center of Applied Linguistics, Washington, DC. Retrieved from https://www.cal.org/lpren/pdfs/briefs/historical-orientations-to-language-policy-in-the-united-states.pdf

Wiley, T.G. (2008). Language Policy and Teacher Education. In: Hornberger, N.H. (eds) Encyclopedia of Language and Education (pp. 229–241). Springer. https://doi.org/10.1007/978-0-387-30424-3_17

License

Contemporary Topics in Applied Linguistics for Language Educators Copyright © 2025 by Julieta Fernández and Chantelle Warner; rights for individual chapters held by respective authors. All Rights Reserved.