Department of Teaching, Learning and Teacher Education


Date of this Version



Published in Discourse, Context & Media 2:4 (December 2013), pp. 165–174; doi: 10.1016/j.dcm.2013.09.001


Copyright © 2013 Elsevier Ltd. Used by permission.


Much research exists that discusses the benefits of dual language education (DLE) as well as the political, historical and social factors involved in the implementation (or lack of) of DLE in the United States. However, little attention has focused on how these programs are presented in media discourse. This study aims to fill this gap by examining media discourse and how DLE is currently relayed to the public. Twenty-nine online articles from US news sources were collected and analyzed as regards linguistic strategies used in media discourse of DLE. Findings reveal the prevailing metaphors used in multilingual/monolingual discourse to be LANGUAGE/ ENGLISH AS WATER and DLE AS BUSINESS/FACTORY. Other significant findings include the frequent use of linguistic strategies such as metonymy, pre-suppositions, legitimization and deictics. Based on these findings, the authors offer suggestions of how discourse can be adapted to expand and improve communication about DLE in future media discourse.