In this article, we examine the underexplored link between teacher sense-making and professional development on paired literacy approaches. Grounded in a year-long qualitative study in a Dual Language Bilingual Education (DLBE) program in Massachusetts, we recount the experiences of dual language teachers learning about and implementing a…

Within the United States, equity for English learners, while essential, has remained elusive. As such, language policy in education is a central issue. When An Act Relative to Language Opportunity for Our Kids (LOOK Act) was passed in 2017 in Massachusetts, it was celebrated as a victory for bilingual education after a 15-year period of mandated…

Family separation policies' impacts on children's education are one of the critical issues of our time. In this article, I draw on ethnographic data collected over two years in one Northeastern town in the United States. More than fifty im/migrant children were observed inside kindergarten, first and second grade classrooms. For this article, I…

The racial and linguistic diversity of U.S. classrooms has drawn attention to the intersecting dynamics of race, racism, and language learning in teacher education. While most studies in this vein focus on teachers, almost no research has focused on teacher educators themselves. Therefore, this study draws on interviews with teacher educators to…

This edited volume extends our field of studies by highlighting novel 21st century curricular designs and pedagogical practices in the preparation of future bilingual teachers and their relevance for advancing curriculum, instruction, and educational achievement across bilingual school contexts. In particular, the volume provides a much-needed…

Although current and former English Learner (EL) or "ever-EL" students comprise one of the fastest-growing K-12 populations, we still know relatively little about the factors that influence their college-going. Using Perna's seminal college-going model as a launching point, we propose a policy-driven empirical approach to explore how…

In spring 2019, without controversy or fanfare and without violating the voter mandate of Proposition 203, emergent bilinguals in Arizona were once again granted unrestricted access to dual language bilingual education after nearly 20 years. The policy change was accomplished through a seemingly small piece of legislation that reduced the daily…

This study documents the notion of unilateral translanguaging--the configuration of translanguaging spaces to disproportionately privilege a dominant language or its speakers. We analyze four teachers' translanguaging practices in a Portuguese-English two-way immersion (TWI) program in the United States. Rather than focusing on whether and how…