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date: 21 February 2019

Abstract and Keywords

Bilingual education scholarship and practice have emphasized the socially transformative potential of these programs. While not challenging this assertion, this chapter focuses on the ways that bilingual education has been socially reproductive. Specifically, it examines the ways that dominant framings of bilingual education have been complicit in the formation of governable subjects to fit the political and economic needs of modern society. It begins with an analysis of the rise of nation-state/colonial governmentality and the ways that the monoglossic language ideologies associated with this form of governance have informed dominant approaches to bilingual education in ways that have marginalized language-minoritized communities. It then examines the recent rise of neoliberal governmentality and the ways that the heteroglossic language ideologies associated with neoliberalism have aligned bilingual education with the spread of global capitalism. The chapter ends with calls for making the study of subject formation central to bilingual education scholarship and advocacy.

Keywords: bilingual education, governmentality, monoglossic, heteroglossic, language ideologies, neoliberalism

Nelson Flores

Nelson Flores is an Assistant Professor of Educational Linguistics at the University of Pennsylvania Graduate School of Education. His research seeks to denaturalize dominant language ideologies that inform current conceptualizations of language education. This entails both historical analysis of the origins of current language ideologies and contemporary analysis examining how current language education policies and practices reproduce these language ideologies. His primary objective is to illustrate the ways that dominant language ideologies marginalize language-minoritized students and to develop alternative conceptualizations of language education that challenge their minoritization. His work has appeared in scholarly journals such as Critical Inquiry in Language Studies, Linguistics and Education, TESOL Quarterly, and Harvard Educational Review.

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