Abstract
What is dual about bilingualism? From the point of view of monolingual people, everything; from the perspective of bilingual people themselves, nothing is dual, nothing is simply two, or just three, or even inore. And yet, as more language minorities become bilingual through immigration increased contact with others, as more language majorities incorporate global language practices, especially English, more educators are constraining it to a duality. This ignores the enormous linguistic variation of bilingual speakers constrains the possibilities of constructing an education that truly reflects the fluidity of language practices identifications in the 21st century. Increasingly, educators scholars talk about bilingualism in a 'dual way', referring to dual language learners, dual language, classrooms, dual language teachers, dual language books even dual language pro grams. But what is dual about bilingualism? And what does this shift in discourse, from bilingual to dual, mean? It is precisely the exploration of this question that is the topic of this chapter. To do so, this chapter focuses on bilingual education in the US, describ ing how it is that the discursive shift from bilingual education to dual language education has been constructed. The chapter explores reasons for the shift, and considers how this naming change has constrained equal edu cational opportunities for language minority students in the US. TWs chapter then explores how this discursive shift has had the effect of furthbr normalizing monoglossic ideologies within studies of bilingualism education in additional languages. Monoglossic ideologies perceive
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