ABSTRACT
Based on documentary analyses and observations pertinent to the 2009 eighty-‹rst Regular Session of the Texas State Legislature, this study explores the impact of 2008 Supreme Court decision on the U.S.A., et al. v. the State of Texas litigation on the development of policies related to the schooling of bilingual learners (BLs) together with implications for bilingual teacher preparation. Our examination suggests that a subtractive policy context prevails. It is one that perpetuates a systematic neglect and invisibility of BLs (Valenzuela, 1999). ’is subtractive policy context implicitly frames BLs as “other people’s children,” and helps explain the widespread phenomenon of subtractive schooling in classrooms (McNeil & Valenzuela, 2001; Valenzuela, 1999, 2004).
