Alfaro, C., & Bartolomé, L. (2017). Preparing ideologically clear bilingual teachers: Honoring working-class, non-standard language use in the bilingual education classroom. Teacher Education,26(2), 1–30.
Aggarwal, U. (2016). The ideological architecture of whiteness as property in educational policy. Educational Policy, 30(1), 128–152. https://doi.org/10.1177/0895904815616486.
Allan, E., Van Deventer Iverson, S., & Ropers-Huilman, R. (2010). Reconstructing policy in higher education: Feminist poststructural perspectives. New York: Routledge.
Arreguín-Anderson, M. G., & Ruiz-Escalante, J. A. (2014). Una perspectiva crítica racial de la oppresión lingüística desde el lente de voces chicanas. Journal of Latinos and Education,13(1), 54–61. https://doi.org/10.1080/15348431.2013.800814.
Browne, S. (2015). Dark matters: On the surveillance of blackness. Durham, NC: Duke University Press.
Burns, M. (2017). “Compromises that we make”: Whiteness in the dual language context. Bilingual Research Journal,40(4), 339–352. https://doi.org/10.1080/15235882.2017.1388303.
Cervantes-Soon, C. G. (2014). A critical look at dual language immersion in the new Latin@ diaspora. Bilingual Research Journal,37(1), 64–82. https://doi.org/10.1080/15235882.2014.893267.
Cervantes-Soon, C. G., Dorner, L., Palmer, D., Heiman, D., Schwerdtfeger, R., & Choi, J. (2017). Combating inequalities in two-way language immersion programs: Toward critical consciousness in bilingual education spaces. Review of Research in Education, 41(1), 403–427. https://doi.org/10.3102/0091732X17690120.
College Board (2014). AP report to the nation: Washington supplemental. Retrieved from: http://media.collegeboard.com/digitalServices/pdf/ap/rtn/10th-annual/10th-annual-ap-report-state-supplement-washington.pdf. Accessed Mar 2017.
College Board. (2017). Course home pages. Retrieved from: http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/index.html. Accessed Mar 2017.
Dabach, D. (2011). Teachers as agents of reception: An analysis of teacher preference for immigrant-origin second language learners. The New Educator,7, 66–86. https://doi.org/10.1080/1547688X.2011.551736.
Davila, E., & Aviles de Bradley, A. (2010). Examining education for Latinas/os in Chicago: A CRT/LatCrit approach. Educational Foundations,24, 39–58.
DeLeon, T. M. (2014). The new ecology of biliteracy in California: An exploratory study of the early implementation of the state seal of biliteracy. Los Angeles: Loyola Marymount University.
deOnís, C. (2017). What’s in an “x”?: An exchange about the politics of “Latinx”. Chiricú Journal: Latina/o Literatures, Arts and Cultures,1(2), 78–91. https://doi.org/10.2979/chiricu.1.2.07.
Dixson, A. D., & Rousseau, C. K. (2006). And we are still not saved: Critical race theory in education 10 years later. Race Ethnicity and Education,8(1), 7–27. https://doi.org/10.1080/1361332052000340971.
Donato, R., & Hanson, J. (2015). “In these towns, Mexicans are classifed as negroes”: The politics of unofficial segregation in the Kansas public schools, 1915–1935. American Educational Research Journal,54(1S), 53–74. https://doi.org/10.3102/0002831216669781.
Dual Language Grant Program, RCW 28A.630.095, c 236 § 2 (2017).
Duwamish Tribal Services. (2018). We are still here. Retrieved from: https://www.duwamishtribe.org/federal-recognition/. Accessed July 2018.
Fairclough, N. (1995). Critical discourse analysis: The critical study of language. Harlow: Longman press.
Fathi, S. (2009). Race and social justice as a budget filter: The solution to racial bias in the State Legislature? Gonzaga Law Review,47(2), 531–545.
Fishman, J. A. (1980). Bilingual education, language planning and English. English World-Wide,1(1), 11–24.
Flores, N. (2013). Silencing the subaltern: Nation-State/colonial governmentality and bilingual education in the United States. Critical Inquiry in Language Studies,10(4), 263–287. https://doi.org/10.1080/15427587.2013.846210.
Flores, N. (2016). Why we need to re-think race and ethnicity in educational research. Educational Policy,30(1), 13–38. https://doi.org/10.3102/0013189X032005003.
Flores, N., & Garcia, O. (2017). A critical review of bilingual education in the United States: From basements and pride to boutiques and profit. Annual Review of Applied Linguistics,37, 14–29. https://doi.org/10.1017/S0267190517000162.
Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review,85(2), 149–172. https://doi.org/10.17763/0017-8055.85.2.149.
Freire, J. A., Valdez, V. E., & Delavan, M. G. (2016). The (dis)inclusion of Latina/o interests from Utah’s dual language education boom. Journal of Latinos and Education,8431(September), 1–14. https://doi.org/10.1080/15348431.2016.1229617.
García, D. G., Yosso, T. J., & Barajas, F. P. (2012). “A few of the brightest, cleanest Mexican children”: School segregation as a form of mundane racism in Oxnard, California, 1900–1940. Harvard Educational Review,82(1), 1–26.
García, O. (2009). Bilingual education in the 21st century: A global perspective. West Sussex: Wiley.
Gonzalez, G. G. (1985). Segregation of Mexican children in a southern California city: The legacy of expansionism and the American southwest. Western Historical Quarterly,16(1), 55–76. https://doi.org/10.2307/968157.
Harris, C. (1993). Whiteness as property. Harvard Law Review,106(1709), 1–63.
Hornberger, N. H. (2006). Nichols to NCLB: Local and global perspectives on U.S. language education policy. In O. Garcia, T. Skutnabb-Kangas, & M. Torres Guzman (Eds.), Imagining multilingual schools: Languages in education (pp. 223–237). Clevedon, UK: Multilingual Matters.
House Bill Analysis of House Bill 1445, Education Committee (2017).
House Bill Report on House Bill 1445, Committee on Education Appropriations (2017).
Johnson, E. J. (2012). Arbitrating repression: Language policy and education in Arizona. Language and Education,26(1), 53–76. https://doi.org/10.1080/09500782.2011.615936.
Johnson, E. J., & Johnson, D. C. (2015). Language policy and bilingual education in Arizona and Washington state. International Journal of Bilingual Education and Bilingualism,18(1), 92–112. https://doi.org/10.1080/13670050.2014.882288.
Kelly, L. B. (2016). Interest convergence and hegemony in dual language: Bilingual education, but for whom and why? Language Policy. https://doi.org/10.1007/s10993-016-9418-y.
Lau v. Nichols, 414 U.S. 563 (1974)
Leonardo, Z., & Broderick, A. (2011). Smartness as property: A critical exploration of intersections between whiteness and disability studies. Teachers College Record,113(10), 2206–2232.
Macías, R. F. (2017). Language ideologies and rhetorical structures in bilingual education policy and research: Richard Ruiz’s 1984 discursive turn. Bilingual Research Journal,39, 3–4. https://doi.org/10.1080/15235882.2016.1230566.
Menken, K. (2013). Restrictive language education policies and emergent bilingual youth: A perfect storm with imperfect outcomes. Theory Into Practice,52(2), 160–168. https://doi.org/10.1080/00405841.2013.804307.
Miller, R. D., & Katsiyannis, A. (2014). Students with limited English proficiency. Intervention in School and Clinic,50(2), 121–124. https://doi.org/10.1177/1053451213496161.
Olsen, L. (1997). Made in America: Immigrant students in our public schools. New York: The new press.
OSPI. (2017a). Exited TBIP students. Retrieved from: http://www.k12.wa.us/MigrantBilingual/pubdocs/ExitedTBIPStudents.pdf. Accessed July 2018.
OSPI. (2017b). Identifying English language learners: Definitions and procedures. Retrieved from: http://www.k12.wa.us/MigrantBilingual/pubdocs/TBIPGuidelinesIdentification.pdf. Accessed July 2018.
OSPI. (2017c). Immigrant student identification: Definitions and procedures. Retrieved From: http://www.k12.wa.us/MigrantBilingual/pubdocs/TBIPGuidelinesImmigrant.pdf. Accessed July 2018.
OSPI. (2017d). Native American students under title III: Definitions and procedures. Retrieved from: http://www.k12.wa.us/MigrantBilingual/pubdocs/TBIPGuidelinesNativeAmerican.pdf.
OSPI. (2017e). Seal of biliteracy proviso report. Retrieved from: http://www.k12.wa.us/Finance/AgencyFinancialServices/Provisos/2017/CN2-BiliteracySeal.pdf. Accessed July 2018.
OSPI. (2018a). Dual language immersion. Retrieved from: http://www.k12.wa.us/WorldLanguages/DualImmersion.aspx. Accessed July 2018.
OSPI. (2018b). Washington state seal of biliteracy. Retrieved from: http://www.k12.wa.us/WorldLanguages/SealofBiliteracy.aspx. Accessed July 2018.
Palmer, D. (2010). Race, power, and equity in a multiethnic urban elementary school with a dual-language “strand” program. Anthropology and Education Quarterly,41(1), 94–114. https://doi.org/10.1111/j.1548-1492.2010.01069.x.
Pauley, G. (2018). Update: Transitional bilingual education program (TBIP), report to the legislature. Washington State: OSPI.
Petrovic, J. (2005). The conservative restoration and neoliberal defenses of bilingual education. Language Policy,4, 395–416. https://doi.org/10.1007/s10993-005-2888-y.
Ricento, T. K., & Hornberger, N. H. (1996). Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly,3095104(3), 401–427.
Rogers, R., Malancharuvil-Berkes, E., Mosley, M., Hui, D., & Joseph, G. O. G. (2005). Critical discourse analysis in education : A review of the literature. American Educational Research Journal,75(3), 365–416.
Rosa, J., & Flores, N. (2017). Unsettling race and language: Toward a raciolinguistic perspective. Language in Society. https://doi.org/10.1017/S0047404517000562.
Ruiz, R. (1984). Orientations in language planning. NABE Journal,8(3), 15–34.
Saldaña, J. (2015). The coding manual for qualitative researchers. Los Angeles: Sage.
Sánchez, M., García, O., & Solorza, C. (2017). Reframing language allocation policy in dual language bilingual education. Bilingual Research Journal. https://doi.org/10.1080/15235882.2017.1405098.
Seal of Biliteracy Law, RCW 28A.300.575, c 102 § 2 (2014).
Seal of Biliteracy Proviso Report (2017).
Simich-Dudgeon, C., & Boals, T. (1996). Language and education policy in the state of Indiana: Implications for language minority students. TESOL Quarterly,30(3), 537–555.
Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry,8(1), 23–44.
Solórzano, D. G., & Yosso, T. J. (2017). Critical race and LatCrit theory and method: Counter-storytelling Chicana and Chicano graduate school experiences. International Journal of Qualitative Studies in Education,14(4), 471–495. https://doi.org/10.1080/09518390110063365.
Span, C. (2017). Post slavery? Post segregation? Post racial? A history of the impact of slavery, segregation, and racism on the education of African Americans. National Society of the Study of Education,114(2), 53–74.
Stephens, C., & Johnson, D. C. (2015). “Good teaching for all students?”: sheltered instruction programming in Washington state language policy. Language and Education,29(1), 31–45. https://doi.org/10.1080/09500782.2014.924965.
Substitute House Bill 1445, 65th Legislature (2017).
Sung, K. (2017). “Accentuate the positive; eliminate the negative”: Hegemonic interest convergence, racialization of latino poverty, and the 1968 Bilingual Education Act. Peabody Journal of Education,92(3), 302–321. https://doi.org/10.1080/0161956X.2017.1324657.
Taylor, K. (2017). Report to the legislature: Washington state seal of biliteracy. Washington State: OSPI.
Titscher, S., Meyer, M., Wodak, R., & Vetter, E. (2000). Methods of text and discourse analysis. London: Sage publications.
Transitional Bilingual Instruction Act (TBIA), 28A.180 RCW, c 548 § 704, c 72 § 301, 2nd sp.s c 9 § 3 (2009, 2013, 2016, 2017).
Trujillo, A. (1998). Chicano empowerment and bilingual education: Movimiento politics in Crystal City, Texas. New York: Garland Publishing.
Valdés, G. (1997). Dual language immersion programs: A cautionary note concerning the education of language minority students. Harvard Educational Review,67, 391–429.
Varghese, M. M. (2008). Using cultural models to unravel how bilingual teachers enact language policies. Language and Education,22(5), 289. https://doi.org/10.2167/le795.0.
Varghese, M. M., & Park, C. (2010). Going global: Can dual-language programs save bilingual education? Journal of Latinos and Education,9(1), 72–80. https://doi.org/10.1080/15348430903253092.
Wiley, T. G., & García, O. (2016). Language policy and planning in language education: Legacies, consequences, and possibilities. Modern Language Journal,100, 48–63. https://doi.org/10.1111/modl.12303.
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education,8(1), 69–91. https://doi.org/10.1080/1361332052000341006.
Zamudio, M., Russell, C., Rios, F., & Bridgeman, J. (2011). Critical race theory matters: Education and ideology. New York: Routledge.