Nelson Flores is Associate Professor of Educational Linguistics at the University of Pennsylvania Graduate School of Education, USA. His current projects seek to apply a raciolinguistic perspective to bilingual education in the United States.Amelia Tseng is Assistant Professor of Linguistics and Spanish in World Languages and Cultures at American University, USA and holds a Research Associate appointment at the Smithsonian Center for Folklife and Cultural Heritage. Her research centers on multilingual repertoires, race and ethnicity, and identity construction in immigrant and diasporic communities.Nicholas Subtirelu is Assistant Professor of Applied Linguistics at Georgetown University, USA. His recent research looks at how bilingualism is constructed as a commodity and the implications this has for racial economic justice in language education.

• Introduction. Nelson Flores, Amelia Tseng and Nicholas Subtirelu: Bilingualism for All or Just for the Rich and White?Chapter 1. M. Garrett Delavan, Juan A. Freire and Verónica E. Valdez: The Intersectionality of Neoliberal Classing with Raciolinguistic Marginalization in State Dual Language Policy: A Call for Locally Crafted ProgramsChapter 2. Crissa Stephens: Common Threads: Language Policy, Nation, Whiteness, and Privilege in Iowa’s First Dual Language ProgramChapter 3. María Cioè-Peña: Dual Language and the Erasure of Emergent Bilinguals Labeled as Disabled (EBLADs)Chapter 4. Lisa M. Dorner, Jeong-Mi Moon, Edwin Nii Bonney and Alexandria Otis: Dueling Discourses in Dual Language Education: Multilingual “Success for All” versus the Academic “Decline” of Black StudentsChapter 5. Sera J. Hernandez: Centering Raciolinguistic Ideologies in Two-Way Dual Language Education: The Politicized Role of Parents in Mediating their Children’s BilingualismChapter 6. Jazmín A. Muro: Helping or Being Helped? The Influence of Raciolinguistic Ideologies on Parental Involvement in Dual ImmersionChapter 7. Sharon Avni and Kate Menken: Hebrew Dual Language Bilingual Education: The Intersection of Race, Language, and ReligionChapter 8. Jin Sook Lee, Wona Lee and Hala Sun: Raciolinguistic Positioning of Language Models in a Korean-English Dual Language Immersion ClassroomChapter 9. Claudia G. Cervantes-Soon, Enrique David Degollado and Idalia Nuñez: The Black and Brown Search for Agency: African American and Latinx Children’s Plight to Bilingualism in a Two-Way Dual Language ProgramChapter 10. Margarita Gómez and Kristina Collins: Who Gets to Count as Emerging Bilingual? Adopting a Holistic Writing Rubric for AllChapter 11. Suzanne García-Mateus, Kimberly A. Strong, Deborah K. Palmer and Dan Heiman: One White Student’s Journey through Six Years of Elementary Schooling: Uncovering Whiteness and Privilege in Two-Way Bilingual EducationConclusion. Nelson Flores, Nicholas Subtirelu and Amelia Tseng: Bilingualism for All? Revisiting the QuestionAfterword. Guadalupe Valdés: What is the Magic Sauce?

In this volume, Flores and colleagues challenge the uncritical, celebratory framing of dual language programs in the United States through a raciolinguistic perspective. The contributors offer a timely and incisive analysis of the discourses around the intersections of race, class, language, ability, and power that perpetuate colonial ideologies and practices in these programs, and offer transformative proposals for moving us forward. A must-read tour de force for anyone interested in equity in schooling and bilingual education.