Summary of “The Middle-Class Takeover of Bilingual Schools”

School leaders took full advantage of the flexibility allowed to charters to launch what’s known as a “Dual-immersion” program: Children learn in both English and Spanish and, ideally, become fully bilingual in the process.
Portland Public Schools in Oregon has doubled the size of its dual-immersion programs to more than 5,000 students in the past eight years, with those classrooms instructing in a combination of English and Spanish, Mandarin, Vietnamese, Russian, or Japanese.
While the old bilingual-education programs served English-learning children separately, in some other wing of their schools, dual-immersion programs bring English-learning students into schools’ mainstream classrooms and convert their home languages into assets for the entire school community.
The cities’ school districts are using dual-immersion programs to encourage these new residents to send their children to schools in their own zip codes and to provide equitable educational opportunities for all kids.
Demand from privileged, English-dominant families can push ELs and their families out of multilingual schools and convert two-way dual-immersion programs into one-way programs that exclusively serve English-speaking children.
One of the city’s oldest immersion programs, Oyster-Adams Bilingual School, has seen its surrounding neighborhood become so English-dominant that the school is running short on native Spanish-speaking students.
In states where these programs are well established, like Texas and New York, districts are exploring ways of converting bilingual classrooms into dual-immersion programs.
The large majority of Utah’s new dual-immersion schools are one-way programs, for instance.

The orginal article.