Drawing on discussions of (de)coloniality and translanguaging, this article reports findings from a classroom-based ethnographic study, focusing on how a self-identified Latina bilingual student resists colonial constructs of language and literacies in her multimodal project. Based on an analysis of the student's multimodal composition, other…

"Castañeda v. Pickard" established a precedent for evaluating bilingual programs in relation to the "soundness" of the educational theory on which they are based. However, this notion of theoretical soundness was grounded in an underlying logic that ultimately framed emergent multilingual students as a "protected"…

Following Boaventura de Sousa Santos, the authors of this article reject the type of "abyssal thinking" that erases the existence of counter-hegemonic knowledges and lifeways, adopting instead the "from the inside out" perspective that is required for thinking constructively about the language and education of racialized…

Schools of choice need to provide equitable access and opportunities to all students, including students with disabilities and emergent bilinguals. In the context of Early College High Schools, principals and school districts should be partners in ensuring admissions processes are non-discriminatory. In this fictional case, a new principal in a…

Previous research on bilingual mathematics education has proposed that as children "language mathematics" they use multiple sources of meaning. In this paper, we focus on lexical inventions--bilingual children's made up words that are not formally defined or used but follow the phonology and morphology of a language--as a source of…

This article uses ethnographic data to examine the schooling experiences of Latinx emergent bilinguals and the educators who worked with them at a mid-size high school in a small Wisconsin city. Using Critical Race Theory, I argue that as tensions have increased in recent years from school funding cuts, deindustrialization, and demographic shifts,…

This report is the third of three annual reports evaluating the implementation and effects of two Delaware weighted funding programs designed to support Delaware's 42 school districts and charter schools (also known as local education agencies [LEAs]) enrolling students experiencing poverty (SEPs) and multilingual learners (MLs) during the…

In this paper, we analyze the harm that high-stakes standardized tests in the U.S. render to maintenance-oriented dual-language bilingual primary schools and, in particular, to minoritized bilingual learners. We argue that these schools must resist the negative incentives and prevailing logic that passing standardized tests is crucial for…

In this article, both the negative and positive roles of competition as a teaching strategy are explored. By using the lenses of culture, gender, second language learners and different levels of education, the strategy of competition is considered in terms of its component pieces in order to find how best to use it. By adjusting the use of…

The Texas Education Code (§ 29.051) requires school districts to provide every language minority student with the opportunity to participate in either a bilingual or English as a second language (ESL) program. This evaluation report summarizes the performance of students who participated in the district's bilingual and ESL programs during the…

Children with disabilities and developmental delays (DD) often face challenges within education systems, which are typically unprepared to meet their language needs nor equipped to support bilingualism because of the current early intervention (EI) workforce. Given this, the five-language domains framework can help bilingual EI educators to…

Drawing on an ethnographic monitoring engagement with Kichwa intercultural bilingual educators in the Peruvian Amazon, we argue for ethnographic monitoring as a method and the continua of biliteracy as a heuristic for mapping biliteracy teaching in Indigenous contexts of bilingualism. Through our mapping, we uncover tensions in the teaching of…

In United States K-12 schools, the question "Is it language or disability?" is one often asked about students dually identified as "English learners" (ELs) and "students with disabilities." In this article, the author provides a brief historical overview of how and why this question arose in educational praxis. The…

In the primary grades, decisions regarding the language/s of instruction for emergent bilinguals labeled as disabled (EBLADs) are often made entirely by school representatives with little to no input from the child or the family. These decisions, which often result in a monolingual placement, not only impact the linguistic practices of EBLADs in…

Higher education institutions are growing as international spaces, making it crucial to understand how international scholars are subjected to U.S. conceptions of race and racialization. Drawing from a tenet of critical race theory (CRT), storytelling and counter storytelling, this autoethnographic study presents reflections of a Korean female…