ABSTRACT
This chapter explores the impact of policy changes that affect the language practices of bilingual students and their teachers. It examines how teachers have come to understand the bilingual policies in schools that are transitioning from linguistic policies of English-only to those of bilingual education, noting in particular, their belief systems about language use in the classroom. The chapter explains the challenges and supports teachers have experienced as they struggle to make the desired changes. Sixty-four percent of the students in Desert Mountain School district are Latino, and while the district fails to report what percentage is classified as English Language Learners, it is important to understand that Desert Mountain is a relatively large district that is located less than 100 miles from the US–Mexico border. English immersion models became the standard until 2014–2015 when Desert Mountain reclaimed its status as the “cuna,” and advocated for the resurgence of bilingual/dual-language education.
