Article2020

Educational Language Policy in Massachusetts: Discourses of the LOOK Act

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Multilingual Education and Policy Second Language Learning and Teaching Education and experiences of immigrants and refugees

Abstract

Within the United States, equity for English learners, while essential, has remained elusive. As such, language policy in education is a central issue. When An Act Relative to Language Opportunity for Our Kids (LOOK Act) was passed in 2017 in Massachusetts, it was celebrated as a victory for bilingual education after a 15-year period of mandated English-only education. This study thus aims to analyze the language and intertextual discourses of the LOOK Act to inform its interpretation and appropriation by agents at various levels and investigate how language, language use, and language users are positioned in the Act.

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References

1997Excitable Speech: A Politics of the Performative 1993Language and Symbolic Power 2017New York University Law Review 1997Rethinking Linguistic Relativity 2005Discourse 1984Orientations in Language Planning 2006An Introduction to Language Policy: Theory and Method 1992Genre, Intertextuality, and Social Power

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2022Critical Translingual Perspectives on California Multilingual Education Policy 2023Bilingual teacher candidates as policy appropriators in a previously anti-bilingual state 2025The Perils of Policy Workarounds: Lessons from Arizona’s Return to “English-Only” Policy 2021Beyond Feel‐good Language‐as‐Resource Orientations: Getting Real about Hegemonic Language Practices in Monolingual Schools 2024Resituating Ruiz’s orientations in language planning: A content analysis of the landscape of bilingual educational research 2024The centrality of English as one legacy of Lau: An interest convergence theory analysis of Massachusetts policy for English Learners

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