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<b class="">Language Policy Special Issue<br class="">
Learning from Lau: 50 years later<br class="">
Guest editorship: Trish Morita-Mullaney<br class="">
</b><br class="">
Lau v. Nichols (1974), a seminal Supreme Court case set stage for the implementation and scaling of bilingual education throughout the US. Kinney Lau and his Cantonese classmates of San Francisco’s Chinatown, received limited to no ESL or bilingual programming,
disproportionally impacted relative to other linguistic communities in the city. The same education did not constitute an equal education and violated Title VI of the Civil Rights Act of 1964. Given its 50th anniversary, revisiting the impact of Lau on bilingual
education is a pressing area of inquiry as dual language education continues to scale and substitute for bilingual education, crowding out emergent bilinguals, defaulting them to ESL program contexts.<br class="">
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Much has been written about the Lau v. Nichols case from the disciplines of education and language policy, law, and ethnic studies with broad applications to the impact of Lau on instructional provisions for emergent bilingual youth. Yet, few studies have attended
to the intersection of these fields, and even less so on the impact to the local Chinese community of San Francisco, where the Lau case was born. In this special issue scholars, activists, and practitioners draw on the perspectives of the Cantonese community,
making broader applications to present-day Lau amidst a landscape of increased school choice and the privatization of education.<br class="">
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The issue focuses on the expanded interpretation of language policy under the branches of language management, language practices, and language beliefs and ideologies (Spolsky, 2018). The activist authors in the issue attend to how their peripheral space of
power within the Cantonese community set them apart from the managers or implementers of language policy within the school district, leading to the increased representation of Chinese educators in the school system. Secondly, Lau happened during the implementation
of city-wide busing to seek racial integration, non-linguistic forces were also at play during the scaling of bilingual education, complicating how race and language are co-articulated and/or separated as distinct student categories and how this maps to negative
liberty (students receiving an equal education—the premise of Brown) and positive liberty (students receiving an equal and appropriate education—the premise of Lau). <br class="">
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Structured abstracts of 500-600 words due: July 30, 2023<br class="">
Abstracts reviewed: July-August, 2023<br class="">
Accepted abstracts move to next stage: August 30, 2023<br class="">
Full manuscripts due: November 1, 2023<br class="">
Revise and resubmits: November 1, 2023 – March 24, 2024<br class="">
Publication: Fall 2024
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<div class=""><b class="">Please send abstracts for consideration by July 30, 2023 to Dr. Trish Morita-Mullaney:
<a href="mailto:tmoritam@purdue.edu" class="">tmoritam@purdue.edu</a></b><br class="">
<div class="">
<div>——<br class="">
Kate Menken (pronouns: she/her)<br class="">
Professor of Linguistics and TESOL, Queens College<br class="">
Research Institute for the Study of Language in Urban Society, CUNY Graduate Center<br class="">
Website: <a href="http://katemenken.org" class="">katemenken.org</a><br class="">
Co-Editor in Chief, Language Policy</div>
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