This phenomenological study follows an asset-based approach to understand how Latinx families utilize their cultural wealth in their children's education, and how teachers activate families' capitals to support their engagement. Data collected through focus groups reveal that the seven Latinx parents in the study use aspirational capital by…

With much focus on English development in United States schools and research, less is known about how bilinguals develop literacy in their home languages without sustained formal instruction. This qualitative study of reading strategies addressed that gap. It examined how young bilinguals used English literacy knowledge gained through formal…

Understanding identity labels as "jaulas" [cages] and testimonios as theory and method, this article centers bi/multilingual Latinx students' experiences in high school English Language Development (ELD) classes. We present how two teachers, now researchers, built long-term relationships with former elementary school students, affording…

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…

Students' attitudes in first-grade dual language immersion (DLI) classes were compared with those of similar students in mainstream English classes. Results for the sample of 81 Latinx students indicated that for attitudes toward activities in Spanish, including reading and speaking in public and with relatives, both ELLs and non-ELLs in DLI had…

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…

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,…

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…

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…

As teachers and students access their linguistic and cultural repertoire to teach and learn, comprehensible input may be possible as the result of teachers' systematic efforts to connect with their students. Some evidence of this purposeful connection has been found in studies that have explored teachers' efforts to prioritize meaning making over…

This article describes second-grade emergent bilinguals' dialogue in culture circles. I share how the tenets of humanizing pedagogy were manifested as my students and I engaged in critical pedagogy around issues of power and privilege related to bilingualism, biliteracy, and biculturalism. Together we sought mutual humanization through the…

This single-case study examines leadership practices at an English language-of-instruction community school with over 70% Latino student population. We collected multiple data sources over a twelve-month period and used an asset-grounded theoretical framework to inform our data analysis and interpretation. Our findings describe how parents took on…

This linguistic anthropological case study demonstrates the ways in which a heterogeneous lab group of adolescents in a ninth-grade physics classroom constructed "raciolinguistic ideologies" that intersected with their locally constructed notions of science expertise. Using ethnography and discourse analysis this study unpacks how…

Utilizing a figured worlds and critical historical inquiry framework, this qualitative study examined how the Tejano History Curriculum Project provided opportunities for prospective and practicing bilingual educators to challenge long-standing and problematic depictions of Tejana/o histories in Texas. This study examined how these teachers…

The purpose of this article is to counter widespread deficit discourses about Latino parental involvement in their children's education. In particular, we show Latino immigrant parents' views and understandings of curricular and pedagogical practices in elementary school, especially in mathematics. Using data from the Agency and Young Children…