The post-pandemic world has witnessed a surge in linguistic racism; anti-Asian stigma has not only altered bilingual education but also created tensions for immigrant families and teachers from Asian American and Pacific Islander (AAPI) communities. In this conceptual article, Vygotsky's concept of "perezhivanie" is employed to examine…

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.…

This article examines the language ideologies associated with the sense of self-efficacy of bilingual preservice teachers about their Spanish-language skills. Current teacher shortages in the field of bilingual education and increased professional demands placed over pre- and in-service bilingual teachers compel teacher education programs to adapt…

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…

Throughout our targeted approach of explicit collaborative translation during small-group reading instruction in a bilingual education classroom, fourth grade emergent bilinguals employed the strategy to comprehend narrative text in a range of ways, similar to middle school students in reading instruction research. As students acknowledged the…

While access to bilingual education programs is on the rise, Emergent Bilingual Learners Labeled as Dis/abled (EBLADs) continue to experience English-mostly educational placements. Analysis of interviews with ten Latinx mothers of EBLADs revealed that educators recommended their children be placed in English-only instructional programs to avoid…

Exploring parent, student, and teacher language moves is essential to develop and implement strategies that cultivate Spanish use in support of dual-language engagement. We used Lareau's concerted cultivation framework to explore language use at a K-8 dual-language immersion school. A case-study design integrating content analysis was used to…

In this collective case study, the preparation of Indiana's emergent bilingual district-level leaders demonstrates how they implement, negotiate, and lead language programs for their students. Most studies on leadership of emergent bilinguals focus on the building principal and not on this distinct district-level role. This district leadership…

This three-year qualitative study examined how district personnel interpreted the Common Core State Standards (CCSS) in English language arts for bilingual teachers' Spanish literacy instruction and the changes that four dual-language (DL) teachers (K-2) made in their Spanish literacy instruction in response to their participation in professional…

Bilingual teacher education scholars continue to advocate for the improvement of Spanish language-related teacher preparation practices. However, the field is in need of research on how bilingual teacher educators across the U.S. are addressing this task in their work with future teachers. In responding to this call, I describe an approach and an…

This qualitative research study documented the way in which two Latina bilingual teachers advocated for the language rights of emergent bilinguals who attended and resided in two particular school districts in Arizona. Drawing from qualitative and ethnographic approaches, we collected data from teacher interviews, classroom/school observations,…

This article reports findings from a study that investigated the ways in which first-grade dual language teachers drew on various resources to instructionally support academic language development among Spanish-English emergent bilingual students. Classroom observations, semistructured interviews, and document collection were conducted over a…

Drawing on sociocultural perspectives, this article illustrates the potential for extending figured worlds through cultural artifacts. Using thematic and multimodal analysis, the authors first compare how spaces of authoring were produced in two professional development settings: Proyecto Bilingüe and Critical Education Studies. Following one…

As a consequence of changes in federal and state policies in education, educators who believe in the value and importance of bilingualism find themselves in a contested environment where their notions of best practices for emergent bilinguals contradict those espoused in such policies. In this context, acts of advocacy that support bilingual…

This article argues that teacher-education programs often promote surface conceptions of inclusivity that limit preservice teachers' ability to understand and build upon the lived experiences of culturally and linguistically diverse youth. Conventional wisdom implies that teachers of color are native informants of these lived experiences; however,…