ABSTRACT
This chapter focuses on less commonly taught languages (LCTL) including East Asian, Southeast Asian, Semitic, Slavic, and Native American languages in dual language bilingual education (DLBE) programs. LCTL are informed by different language policies ranging from restriction oriented to promotion oriented, moderating the types of funding that support their development. Most promotion-oriented DLBE programs in LCTL focus on languages deemed critical, where departments of state are keen on their development for economic- and defense-related purposes. Comparatively, other program models are generated from within the minoritized community to revitalize, maintain and develop the home languages of the children where available funding may be reparation focused to address historic harms. Outcomes in achievement and language proficiency within DLBE programs in LCTL are less available given the newness of such programs. Further, some DLBE programs do not adopt historic measurement models as it colonizes the emancipatory focus of their minoritized communities. The chapter concludes with calls to the fields of world language and bilingual education to work in solidarity to ensure that equity-oriented aims are centered on its minoritized students, families, and educators who are learning and teaching within LCTL programs.
