What is "access to linguistic inclusion"? A case study of Oregon's HB 2056

Jaclyn Bovee

This study explores the development, implementation, and impact of an innovative language-in-education policy unique to Oregon known as Access to Linguistic Inclusion (ALI), which changes graduation requirements for multilingual English learner (EL)-classified students by removing the word "English" from multiple statutes, thereby allowing students to earn necessary credits in other languages. Applying an ecological perspective to critical language policy, this work seeks to deepen our understanding of how ALI moves across layers of the school system—from state lawmakers, through districts and schools, to multilingual EL-classified students—in ways that can variably interrupt and/or reinforce systemic injustices. This project combines a Critical Discourse Analysis (Fairclough, 2015) of policy documents with qualitative case studies (Stake, 2005) of four high schools to examine how discourses of equity surrounding the creation of the policy align with or diverge from its localized interpretation, enactment, and impact on multilingual EL-classified students' experiences.

About Jaclyn Bovee

Jaclyn B. Bovee is a doctoral candidate in Language, Equity and Educational Policy at Oregon State University. A former high school English Language Development teacher, she works to better understand and support just educational opportunities for multilingual students bureaucratically classified as English learners. Currently, Jaclyn's research focuses on how educational policies impact multilingual learners' access, inclusion, and belonging, while also critically exploring the different ways these ideas are conceptualized by individuals and communities. Ultimately, she aims to be part of transforming education systems to be more welcoming, just, and empowering for all youth. Outside of academia, Jaclyn loves dancing to the Okee Dokee Brothers with her toddler and partner and cultivating community in their neighborhood.