ABSTRACT
For decades, restrictive language policies targeting anti-bilingualism and anti-immigrant movements have threatened dual language bilingual education. Between 1998, when Proposition 227 (English Only Policy) was passed in California, and 2012, when I became department chair, I quickly learned that leaders must always be prepared with a clear mission to confront adversity head on. Our program was under attack by the university’s College of Education (COE). Enrollment was slowly declining, and faculty were retiring or moving to other places. Because of Proposition 227, few schools sought bilingual teachers, so students saw no need to pursue a bilingual credential. Instead, they chose to enroll in the English-only credential program. As chair of the Dual Language and English Learner Education (DLE) Department and the only tenure-track faculty member left in the department, I faced a difficult decision that would ultimately affect not only the future of DLE but also my chances for career advancement—to give in to politics and self-preservation or fight for the survival and reemergence of DLE. This case study documents that journey, offering lessons to help educational leaders and others to engage in their fights remaining true to who they are.
