This volume proposes solutions to the gentrification of dual language, bilingual and immersion education by examining how it operates across diverse school and community contexts. It brings together studies in a number of areas including instruction, curriculum development, classroom interaction, school leadership, parent and community engagement, ideological discourse and language policy. Through academic and reader-friendly summaries of research, this book makes a strong theory-to-practice impact towards equitable integration in education programs and their surrounding neighborhoods. It draws attention to how understanding and responding to gentrification of language programs is part of the broader fight for racial and educational justice for immigrant communities in US schools, and offers practical recommendations with action steps for educators, families, school administrators, activists and other key stakeholders in language education.

The four stakeholder resource chapters in Part 2 have been made Open Access under a CC BY NC ND licence to allow all teachers and administrators to benefit from the research, with freely available practical guidance on working towards equity in language education. 



To access the chapters please see the following links:

Chapter 11: Ivana Espinet, Kate Menken and Imee Hernandez: Nice-White-Parent Gentrification of a New York City Middle School: The French Dual Language Program at the School for International Studies

https://zenodo.org/records/10519199

Chapter 12: Nelson Flores: Nice White Parents and Dual Language Education

https://zenodo.org/records/10519269

Chapter 13: Deb Palmer, Emily Crawford-Rossi, Lisa Dorner, Claudia G. Cervantes-Soon and Dan Heiman: Countering Gentrification through Critical Consciousness: Recommendations and Success Stories for DLBE Educators

https://zenodo.org/records/10519319

Chapter 14: Katie A. Bernstein, Kathryn I. Henderson, Sofía Chaparro and Adriana Alvarez: Creating DLBE Programs that Center Equity in the Face of School Choice Policies

https://zenodo.org/records/10519390

M. Garrett Delavan is Assistant Professor of World Language, Dual Language and ESOL Education at Georgia State University, USA. His research interests include equity in dual language bilingual education, discourse analysis of education policy and Earth consciousness in language education.

Juan A. Freire is Associate Professor in the School of Education at Brigham Young University, USA. His research focuses on equity in dual language bilingual education, multicultural and bilingual teacher research and language education policy and planning.

Kate Menken is Professor of Linguistics and TESOL at Queens College and Research Fellow at the Research Institute for the Study of Language in Urban Society, CUNY Graduate Center, USA. She is Co-Editor in Chief of Language Policy and serves on the board of various journals in bilingual education and multilingualism.