Recent research on second language and subject-matter learning calls for moving away from hegemonic monolingual education in U.S. schools and instead making "translanguaging" the norm by supporting bi/multilingual students to use their full linguistic repertoires as they participate in classroom learning (Garcia, Johnson, & Seltzer,…

In this two-year ethnographic study, we explored engineering teaching and learning in fourth-grade, dual language (DL) classrooms. We discuss the biliterate disciplinary practices in these classrooms, examining data (field notes, interviews, artifacts, audio, and video recordings) gathered at a school on the US-Mexico border. Our purpose is to…

Language usage in US K-12 classrooms and beyond continues to be an issue of equity (Navarro Martell, 2021; Palmer et al., 2019). Teachers expect racialized students who appear to be Latinx to know and perform as if their native language is Spanish, mientras a otros se les celebra sus intentos de usar el espan~ol; otro idioma colonizador. Some…

This paper focuses on Emergent bilinguals (EBs) who traditionally face unequal opportunities to learn mathematics, harming their identities. The purpose of this paper is to illustrate how a fifth grade teacher cultivated the development of her EBs' mathematical identities by giving them opportunities to participate in cognitively demanding…