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Symbols and the Political Context of Bilingual Education in the United States


by Walter G. Secada & Theodora Lightfoot — 1993

The focus of this chapter is on the symbolic importance of those debates. People often coalesce around issues as much because of their symbolic nature as because of theoretical or practical considerations. In this chapter, we take as given that, in order to understand the political context of bilingual education (that is, how it is situated in the politics of language and education) we must understand the symbols that frame the issues as well as the theoretical and technical debates, and how all of these ·find their expression in political actions.


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This article originally appeared as NSSE Yearbook Vol 92, No. 2.


Cite This Article as: Teachers College Record Volume 94 Number 6, 1993, p. 36-64
http://www.tcrecord.org ID Number: 19264, Date Accessed: 5/29/2017 7:34:18 AM

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About the Author
  • Walter Secada
    University of Wisconsin, Madison
    E-mail Author
    WALTER G. SECADA is Associate Professor of Curriculum and Instruction and Senior Researcher in the Wisconsin Center for Education Research at. the University of Wisconsin at Madison.
  • Theodora Lightfoot
    University of Wisconsin, Madison
    E-mail Author
    THEODORA LIGHTFOOT is a doctoral student in Curriculum and Instruction in the School of Education, University of Wisconsin at Madison.
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