In this article, we synthesize ethnographic data from two studies in US school districts that were implementing dual language bilingual education (DLBE) programs in order to remediate the standardized test scores of students from Spanish-speaking families. While educators in both districts commonly cited “the research” to justify DLBE implementation, our ethnographic exploration of local research discourse highlights some ideological contradictions within DLBE that are often obscured by advocacy imperatives.

中文翻译：

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《研究表明》：两学区双语双语教育权威话语

在本文中，我们综合了美国学区实施双语双语教育 (DLBE) 计划的两项研究的人种学数据，以纠正来自西班牙语家庭的学生的标准化考试成绩。虽然两个地区的教育工作者普遍引用“研究”来证明 DLBE 实施的合理性，但我们对当地研究话语的人种学探索凸显了 DLBE 中的一些意识形态矛盾，而这些矛盾往往被倡导要求所掩盖。