Pub Date : 2022-01-02DOI: 10.1080/15235882.2022.2090461
M. Zaragoza
{"title":"La enseñanza en el aula bilingüe: Content, language, and biliteracy","authors":"M. Zaragoza","doi":"10.1080/15235882.2022.2090461","DOIUrl":"https://doi.org/10.1080/15235882.2022.2090461","url":null,"abstract":"","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"120 - 123"},"PeriodicalIF":1.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47561151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/15235882.2022.2087791
María G. Lang, Georgia Earnest García
ABSTRACT In this ethnographic case study, border theory was used to analyze how a Guatemalan/Mexican student of Indigenous descent confronted borders in a second-grade, Spanish-English dual-language (DL) classroom in the U.S. The student faced structural/institutional borders that affected all the DL participants or Latinx students and social borders specific to himself and other students of Indigenous descent. He initially coped by not speaking English and assuming a Mexican identity. With his teacher’s support, he crossed social borders by speaking English, taking pride in his Indigeneity, and using Q’anjob’al. How DL programs could better address the needs of Indigenous students is discussed.
{"title":"Border crossings and border exclusions: Academic and social experiences of a second-grade child of indigenous descent in a dual language school","authors":"María G. Lang, Georgia Earnest García","doi":"10.1080/15235882.2022.2087791","DOIUrl":"https://doi.org/10.1080/15235882.2022.2087791","url":null,"abstract":"ABSTRACT In this ethnographic case study, border theory was used to analyze how a Guatemalan/Mexican student of Indigenous descent confronted borders in a second-grade, Spanish-English dual-language (DL) classroom in the U.S. The student faced structural/institutional borders that affected all the DL participants or Latinx students and social borders specific to himself and other students of Indigenous descent. He initially coped by not speaking English and assuming a Mexican identity. With his teacher’s support, he crossed social borders by speaking English, taking pride in his Indigeneity, and using Q’anjob’al. How DL programs could better address the needs of Indigenous students is discussed.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"43 - 60"},"PeriodicalIF":1.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48155591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/15235882.2022.2087790
Y. Jiang, Li-Jen Kuo, Stephanie M. Moody
ABSTRACT Current research on cross-language transfer has focused primarily on literacy development. The present study extends the scope of existing research by focusing on argumentative reasoning, an important but under-research academic skill. A single-case study with a reversal design was conducted with four Chinese-English elementary students with the well-established Collaborative Reasoning (CR) discussion model. Data included transcripts of the lessons and discussions, surveys, and interviews. Cross- language transfer of argumentative reasoning was observed at the lexical, syntactic, and discourse levels and varied with factors identified in previous research on biliteracy development. Theoretical and methodological contributions of the study are discussed.
{"title":"Cross-language transfer: a single case study on the acquisition of argumentative reasoning","authors":"Y. Jiang, Li-Jen Kuo, Stephanie M. Moody","doi":"10.1080/15235882.2022.2087790","DOIUrl":"https://doi.org/10.1080/15235882.2022.2087790","url":null,"abstract":"ABSTRACT Current research on cross-language transfer has focused primarily on literacy development. The present study extends the scope of existing research by focusing on argumentative reasoning, an important but under-research academic skill. A single-case study with a reversal design was conducted with four Chinese-English elementary students with the well-established Collaborative Reasoning (CR) discussion model. Data included transcripts of the lessons and discussions, surveys, and interviews. Cross- language transfer of argumentative reasoning was observed at the lexical, syntactic, and discourse levels and varied with factors identified in previous research on biliteracy development. Theoretical and methodological contributions of the study are discussed.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"99 - 119"},"PeriodicalIF":1.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44783997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/15235882.2022.2079764
Deena Gumina
ABSTRACT This study examines how three bilingual education teachers engaged with a transitional bilingual policy while balancing the demands of monolingual high-stakes assessments in ways that contributed to advocacy on behalf of their bilingual learners. The consequences of high-stakes accountability can be exacerbated in bilingual settings, because in these contexts often contradictory assessment policies and language policies interact. In this interaction, bilingual educators can become susceptible to enacting policies that largely fail their bilingual students and ultimately promote the status quo. Applying a Figured Worlds theoretical framing (Holland, Lachicotte, Skinner & Cain, 1998) in a vertical comparison case study design (Bartlett & Vavrus, 2016), the author explores the teacher’s policy work from an improvisation lens. Findings reveal that the teachers engaged in both overt and improvisational policy work. The costs associated with the teachers’ overt policy work suggests that improvisational agency offers great potential as a strategic and sustainable form of advocacy for bilingual students.
{"title":"Bilingual teachers’ improvisations as agentive policy work in a constrained policy context","authors":"Deena Gumina","doi":"10.1080/15235882.2022.2079764","DOIUrl":"https://doi.org/10.1080/15235882.2022.2079764","url":null,"abstract":"ABSTRACT This study examines how three bilingual education teachers engaged with a transitional bilingual policy while balancing the demands of monolingual high-stakes assessments in ways that contributed to advocacy on behalf of their bilingual learners. The consequences of high-stakes accountability can be exacerbated in bilingual settings, because in these contexts often contradictory assessment policies and language policies interact. In this interaction, bilingual educators can become susceptible to enacting policies that largely fail their bilingual students and ultimately promote the status quo. Applying a Figured Worlds theoretical framing (Holland, Lachicotte, Skinner & Cain, 1998) in a vertical comparison case study design (Bartlett & Vavrus, 2016), the author explores the teacher’s policy work from an improvisation lens. Findings reveal that the teachers engaged in both overt and improvisational policy work. The costs associated with the teachers’ overt policy work suggests that improvisational agency offers great potential as a strategic and sustainable form of advocacy for bilingual students.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"26 - 42"},"PeriodicalIF":1.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48918014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/15235882.2022.2074572
Cynthia Gibson
In A History of Bilingual Education in the US: Examining the Politics of Language Policymaking, Sarah C. K. Moore offers educators, researchers, language policy and language planners a two-fold objective: (1) a review of the establishment, growth, and expansion of bilingual education in the United States, and (2) a political lens through which to view the challenges, policy implications, and future direction of bilingual education. Moore uses a political lens framework to explore the inherent tension between the differing language ideologies and white racism that drive the debate and policy decisions concerning the equitable education of minoritized students. Moore’s work also includes a critical analysis of current trends and organizations involved in bilingual education and the importance of past experiences to inform the future. Throughout the book, the author’s experience and expertise in language planning and policymaking are evidenced in the review of their impacts on bilingual education over time. Moore’s call for sociopolitical consciousness to acknowledge privilege and microaggressions in dual language programs is an essential part of future policymaking. The book is divided into seven chapters and contains photos, charts, and graphs to help the reader grasp the intricacies of previous iterations of national agencies as well as past and present research concerning bilingual education. The introduction, and first and final chapter focus on current political events and their relationship to the ideology shaping the implementation and direction of bilingual education and minoritized students’ identities. Chapters 2 through 6 review the pioneering advocates whose research and activism preceded the Bilingual Education Act (BEA), and who, along with political policymakers shaped, refined, and contested the meaning of bicultural, bilingual education. Moore intertwines the stories of important advocates with the legal actions and federal mandates that have shaped the history of bilingual education. The final chapter of the book explores the current trends in bilingual education and the importance of a historical perspective with which to critically examine the extant language ideologies. Moore concludes with a call for a reexamination of a national infrastructure that includes sociopolitical consciousness in order to engage all voices for the future development and implementation of bilingual education in the United States. Moore’s introduction and first chapter titled “A Racist in the White House,” contain an examination of the rise of white supremacy and racism during the Trump administration. The author defends this attention to the “Trump effect” while also acknowledging that the “immediate utility” of this stance may be unclear and unaffiliated with the aim of promoting bilingual education (p. 2). Moore uses personal anecdotes from students, social media postings, and surveys to illustrate the ways white supremacy and racism seeped into sch
在《美国双语教育史:审视语言政策制定的政治》一书中，Sarah C. K. Moore为教育工作者、研究人员、语言政策制定者和语言规划者提供了双重目标:(1)回顾美国双语教育的建立、发展和扩展;(2)从政治角度看待双语教育的挑战、政策影响和未来方向。摩尔用政治视角来探讨不同语言意识形态和白人种族主义之间的内在紧张关系，这种紧张关系推动了有关少数族裔学生公平教育的辩论和政策决定。摩尔的工作还包括对当前趋势和参与双语教育的组织的批判性分析，以及过去经验对未来的重要性。在整本书中，作者在语言规划和政策制定方面的经验和专业知识在回顾他们对双语教育的影响时得到了证明。摩尔呼吁社会政治意识承认双语项目中的特权和微侵犯，这是未来政策制定的重要组成部分。这本书分为七个章节，并包含照片，图表和图形，以帮助读者掌握以前的国家机构迭代的复杂性，以及过去和现在的研究有关双语教育。引言、第一章和最后一章重点讨论当前的政治事件及其与意识形态的关系，这些意识形态塑造了双语教育的实施和方向，以及少数民族学生的身份。第2章至第6章回顾了双语教育法(BEA)之前的先驱倡导者，他们的研究和行动，以及他们与政治决策者一起塑造、完善和质疑双文化双语教育的意义。摩尔将重要倡导者的故事与塑造双语教育历史的法律行动和联邦命令交织在一起。本书的最后一章探讨了双语教育的当前趋势和历史视角的重要性，以批判性地审视现存的语言意识形态。摩尔最后呼吁重新审视包括社会政治意识在内的国家基础设施，以便为美国双语教育的未来发展和实施吸引所有声音。摩尔的引言和第一章题为“白宫里的种族主义者”，对特朗普政府期间白人至上主义和种族主义的兴起进行了审视。作者为这种对“特朗普效应”的关注进行了辩护，同时也承认这种立场的“直接效用”可能不明确，与促进双语教育的目标无关(第2页)。摩尔用学生的个人轶事、社交媒体帖子和调查来说明白人至上主义和种族主义在特朗普政府期间渗入学校的方式。种族主义的存在塑造了美国双语教育的过去和现在，作者用了几页的篇幅概述了白人至上主义者为让特朗普入主白宫而设计的阴谋，重点介绍了史蒂夫·班农、美国司法部长杰夫·塞申斯和白宫高级顾问斯蒂芬·米勒的背景。摩尔断言，特朗普政府的限制性移民政策，包括所谓的“穆斯林禁令”，都是仇外心理的证据，与白人分裂主义者让英语成为美国官方语言的努力有关。摩尔将这些反移民立场与特朗普政府对“失败”公立学校的攻击联系起来
{"title":"A history of bilingual education in the US: Examining the politics of language policymaking","authors":"Cynthia Gibson","doi":"10.1080/15235882.2022.2074572","DOIUrl":"https://doi.org/10.1080/15235882.2022.2074572","url":null,"abstract":"In A History of Bilingual Education in the US: Examining the Politics of Language Policymaking, Sarah C. K. Moore offers educators, researchers, language policy and language planners a two-fold objective: (1) a review of the establishment, growth, and expansion of bilingual education in the United States, and (2) a political lens through which to view the challenges, policy implications, and future direction of bilingual education. Moore uses a political lens framework to explore the inherent tension between the differing language ideologies and white racism that drive the debate and policy decisions concerning the equitable education of minoritized students. Moore’s work also includes a critical analysis of current trends and organizations involved in bilingual education and the importance of past experiences to inform the future. Throughout the book, the author’s experience and expertise in language planning and policymaking are evidenced in the review of their impacts on bilingual education over time. Moore’s call for sociopolitical consciousness to acknowledge privilege and microaggressions in dual language programs is an essential part of future policymaking. The book is divided into seven chapters and contains photos, charts, and graphs to help the reader grasp the intricacies of previous iterations of national agencies as well as past and present research concerning bilingual education. The introduction, and first and final chapter focus on current political events and their relationship to the ideology shaping the implementation and direction of bilingual education and minoritized students’ identities. Chapters 2 through 6 review the pioneering advocates whose research and activism preceded the Bilingual Education Act (BEA), and who, along with political policymakers shaped, refined, and contested the meaning of bicultural, bilingual education. Moore intertwines the stories of important advocates with the legal actions and federal mandates that have shaped the history of bilingual education. The final chapter of the book explores the current trends in bilingual education and the importance of a historical perspective with which to critically examine the extant language ideologies. Moore concludes with a call for a reexamination of a national infrastructure that includes sociopolitical consciousness in order to engage all voices for the future development and implementation of bilingual education in the United States. Moore’s introduction and first chapter titled “A Racist in the White House,” contain an examination of the rise of white supremacy and racism during the Trump administration. The author defends this attention to the “Trump effect” while also acknowledging that the “immediate utility” of this stance may be unclear and unaffiliated with the aim of promoting bilingual education (p. 2). Moore uses personal anecdotes from students, social media postings, and surveys to illustrate the ways white supremacy and racism seeped into sch","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"127 - 130"},"PeriodicalIF":1.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43267983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/15235882.2022.2095541
Nancy Domínguez-Fret, E. Oberto
ABSTRACT In Chicago Public Schools (CPS), Spanish Dual Language (DL) programs are caught up in a school choice paradigm, marketed by schools as special features by which to lure prospective families. Out of concern that this approach does not position schools to serve the full breadth of Latina/o/x students, who possess the social, cultural and linguistic resources tied to Spanish language, we assumed a LatCrit lens to conduct a Critical Race Spatial Analysis of DL programs in relation to Latina/o/x and white populations at macro and micro levels. Findings demonstrate that, in terms of the linguistic, cultural and social resources necessary for DL programming, Chicago’s Latina/o/x communities present CPS with the potential to implement far more DL programs than those currently available. Furthermore, CPS does not provide adequate access to DL programming for their large population of Latina/o/x students, and the geospatial proximity of a majority of programs to white populations suggests that CPS should interrogate who these programs are positioned to serve. We suggest the need for researchers, educators and advocates to be vigilant about their Latina/o/x communities’ access to DL education.
{"title":"Untapped potential: the current state of dual language education in Chicago Public Schools","authors":"Nancy Domínguez-Fret, E. Oberto","doi":"10.1080/15235882.2022.2095541","DOIUrl":"https://doi.org/10.1080/15235882.2022.2095541","url":null,"abstract":"ABSTRACT In Chicago Public Schools (CPS), Spanish Dual Language (DL) programs are caught up in a school choice paradigm, marketed by schools as special features by which to lure prospective families. Out of concern that this approach does not position schools to serve the full breadth of Latina/o/x students, who possess the social, cultural and linguistic resources tied to Spanish language, we assumed a LatCrit lens to conduct a Critical Race Spatial Analysis of DL programs in relation to Latina/o/x and white populations at macro and micro levels. Findings demonstrate that, in terms of the linguistic, cultural and social resources necessary for DL programming, Chicago’s Latina/o/x communities present CPS with the potential to implement far more DL programs than those currently available. Furthermore, CPS does not provide adequate access to DL programming for their large population of Latina/o/x students, and the geospatial proximity of a majority of programs to white populations suggests that CPS should interrogate who these programs are positioned to serve. We suggest the need for researchers, educators and advocates to be vigilant about their Latina/o/x communities’ access to DL education.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"61 - 81"},"PeriodicalIF":1.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47494347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/15235882.2022.2061638
Cori Salmerón
ABSTRACT While scholars across a range of disciplines challenge the idea that bi/multilinguals have separate linguistic repertoires, monolingual expectations are common in bilingual education. Using elements of case study design and discourse analysis, I explore translanguaging as both a dynamic linguistic practice and a linguistically sustaining pedagogy to develop biliteracy in a fourth-grade bilingual poetry writing workshop. As a linguistic practice, the teacher and her students utilized receptive and productive translanguaging for a variety of purposes, such as to emphasize meaning and establish group membership. It is important to note that the term receptive translanguaging does not necessarily counter the unitary view of bi/multilingualism, rather it focuses on the social duality of language and it acknowledges how bilinguals use their full linguistic repertoire. In terms of pedagogy, I found that the teacher modeled translanguaging in whole class mini lessons and one-on-one conferences, highlighted translingual mentor texts and encouraged students to write translingually for their bi/multilingual families. This work is significant to the field of bilingual education as it highlights how bi/multilinguals language in school settings when there are no linguistic constraints and provides specific examples of translanguaging pedagogy.
{"title":"Leveraging translanguaging practices in an elementary poetry writing workshop","authors":"Cori Salmerón","doi":"10.1080/15235882.2022.2061638","DOIUrl":"https://doi.org/10.1080/15235882.2022.2061638","url":null,"abstract":"ABSTRACT While scholars across a range of disciplines challenge the idea that bi/multilinguals have separate linguistic repertoires, monolingual expectations are common in bilingual education. Using elements of case study design and discourse analysis, I explore translanguaging as both a dynamic linguistic practice and a linguistically sustaining pedagogy to develop biliteracy in a fourth-grade bilingual poetry writing workshop. As a linguistic practice, the teacher and her students utilized receptive and productive translanguaging for a variety of purposes, such as to emphasize meaning and establish group membership. It is important to note that the term receptive translanguaging does not necessarily counter the unitary view of bi/multilingualism, rather it focuses on the social duality of language and it acknowledges how bilinguals use their full linguistic repertoire. In terms of pedagogy, I found that the teacher modeled translanguaging in whole class mini lessons and one-on-one conferences, highlighted translingual mentor texts and encouraged students to write translingually for their bi/multilingual families. This work is significant to the field of bilingual education as it highlights how bi/multilinguals language in school settings when there are no linguistic constraints and provides specific examples of translanguaging pedagogy.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"82 - 98"},"PeriodicalIF":1.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42144779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/15235882.2022.2065382
Allison Briceño, E. Zoeller
ABSTRACT Teaching for equity with bilingual learners means building on students’ linguistic strengths. This critical qualitative self-study explored how pre-service bilingual teachers developed ideology and pedagogy through a structured, holistic approach to writing instruction. Seven bilingual teacher candidates implemented a strategic Transliteracy approach to writing instruction, observing student assets and teaching cross-linguistically. Data includes semi-structured interviews and coursework. Findings showed teachers’ ideological and pedagogical clarity co-developed as they implemented a holistic biliteracy practice. Implications for bilingual teacher education include (1) providing opportunities for teacher candidates to practice assets-based formative assessment and instruction; (2) employing a holistic biliteracy orientation; and (3) creating spaces to develop ideology and pedagogy that dismantles harmful monolingual paradigms, practices, and norms.
{"title":"“Subestimamos las habilidades de los estudiantes:” Bilingual teacher candidates building on multilingual assets","authors":"Allison Briceño, E. Zoeller","doi":"10.1080/15235882.2022.2065382","DOIUrl":"https://doi.org/10.1080/15235882.2022.2065382","url":null,"abstract":"ABSTRACT Teaching for equity with bilingual learners means building on students’ linguistic strengths. This critical qualitative self-study explored how pre-service bilingual teachers developed ideology and pedagogy through a structured, holistic approach to writing instruction. Seven bilingual teacher candidates implemented a strategic Transliteracy approach to writing instruction, observing student assets and teaching cross-linguistically. Data includes semi-structured interviews and coursework. Findings showed teachers’ ideological and pedagogical clarity co-developed as they implemented a holistic biliteracy practice. Implications for bilingual teacher education include (1) providing opportunities for teacher candidates to practice assets-based formative assessment and instruction; (2) employing a holistic biliteracy orientation; and (3) creating spaces to develop ideology and pedagogy that dismantles harmful monolingual paradigms, practices, and norms.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"45 1","pages":"8 - 25"},"PeriodicalIF":1.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46199515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/15235882.2022.2043487
Sultan Kilinc, Sarah Alvarado
ABSTRACT This paper explores how two dual language preschool teachers demonstrated critical consciousness in their dual language education (DLE) classroom in Arizona. DLE has historically been grounded in equity for language minoritized students and promises to support students’ bilingualism, biliteracy, sociocultural competence, and academic achievement. However, inequities within DLE have been a social justice concern hindering DLE’s goals. Arguing the role of teachers’ critical consciousness in addressing inequities in DLE, we used Spolky’s language policy theory to understand teachers’ language policies in their classroom. In this ethnographic study, data was collected through interviews, participant observation, and recording classroom instruction. Utilizing the constant-comparative method, we identified two themes—critical reflection and action—exhibiting the teachers’ critical consciousness as language policymakers in their classrooms. The teachers reflected on the DLE’s value for students and the power hierarchies among English and Spanish and the speakers of those languages. Their actions were toward promoting bilingualism, challenging English hegemony, and creating an inclusive and social justice-oriented learning community. Our study contributes to preschool DLE literature by documenting the teachers’ challenges regarding how larger oppressive beliefs related to language and race influenced students’ language use and the teachers’ actions to dismantle such challenges.
{"title":"Two dual language preschool teachers’ critical consciousness of their roles as language policy makers","authors":"Sultan Kilinc, Sarah Alvarado","doi":"10.1080/15235882.2022.2043487","DOIUrl":"https://doi.org/10.1080/15235882.2022.2043487","url":null,"abstract":"ABSTRACT This paper explores how two dual language preschool teachers demonstrated critical consciousness in their dual language education (DLE) classroom in Arizona. DLE has historically been grounded in equity for language minoritized students and promises to support students’ bilingualism, biliteracy, sociocultural competence, and academic achievement. However, inequities within DLE have been a social justice concern hindering DLE’s goals. Arguing the role of teachers’ critical consciousness in addressing inequities in DLE, we used Spolky’s language policy theory to understand teachers’ language policies in their classroom. In this ethnographic study, data was collected through interviews, participant observation, and recording classroom instruction. Utilizing the constant-comparative method, we identified two themes—critical reflection and action—exhibiting the teachers’ critical consciousness as language policymakers in their classrooms. The teachers reflected on the DLE’s value for students and the power hierarchies among English and Spanish and the speakers of those languages. Their actions were toward promoting bilingualism, challenging English hegemony, and creating an inclusive and social justice-oriented learning community. Our study contributes to preschool DLE literature by documenting the teachers’ challenges regarding how larger oppressive beliefs related to language and race influenced students’ language use and the teachers’ actions to dismantle such challenges.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 8","pages":"485 - 503"},"PeriodicalIF":1.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41306107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/15235882.2022.2052203
Mariana Pacheco, Laura C. Chávez-Moreno
ABSTRACT In recent decades, bilingual education policies, programs, pedagogies, and practices have been constrained by neoliberal agendas which have undermined the radical vision of bilingual education as a means toward self-determination that the Chicana/o Movement youth articulated more than 50 years ago. This narrowing of educational possibilities has perpetuated the marginalization of bi/multilingual students from Chicana/o/x and Latina/o/x backgrounds who comprise the majority of “English-language Learners” in public schools. In this theoretical essay, we re-center the calls of 1960s Chicana/o Movement youth (and parents and educators) and argue that to realize their radical vision, bilingual education and educators must deliberately re-center and engage dialogically with contemporary Chicana/o/x and Latina/o/x bi/multilingual students’ critical assessments about their lived intersectional experiences with language, power, identities, and schooling. To this end, we propose what we call Bilingual Education for Self-determination against Oppression (BESO). We see contemporary Chicana/o/x and Latina/o/x bi/multilingual children and youth as uniquely positioned to advance radical forms of bilingual education, like the type envisioned by Chicana/o Movement youth activists. We conclude with implications for the realization of BESO in practice and policy.
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