Abstract
This multiple case study explores the conceptualisations of bilingual education within the Massachusetts state policy, An Act Relative to Language Opportunity for Our Kids (LOOK Act), and teacher candidates’ experiences from a bilingual teacher preparation programme in Massachusetts. Data consisted of policy documents, semi-structured interviews, and memos. Overall, the LOOK Act primarily framed bilingual education as a remedial and commodifiable educational model. Specifically, the law referred to bilingual programmes as programmes that focus on promoting the acquisition of English language proficiency. At the same time, it distinguishes bilingual programme models from each other by referring to one model, dual language education, as an academically rigorous programme and to transitional bilingual education as a temporary programme solely for English Learners. Teacher candidates described how the above orientations toward bilingual education were present in their coursework and teaching experiences. They also critiqued the rigid communicative approaches that the LOOK Act established for families and bilingual programmes. This study’s implications include (a) further investigation of teacher candidates’ negotiation of governmental educational policies throughout their transition as practicing teachers, and (b) teacher education programmes’ integration of opportunities for teacher candidates to examine and make sense of educational policies.
