This study explored 17 bilingual teacher candidates' (bilingual TCs) representations of their lived experience of language via linguistic portraits. Specifically, attention was paid to the semiotic elements (space, place, time, and the body) these bilingual TCs employed and the ways this assemblage of elements formed raciolinguistic chronotopes.…

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…

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…

As the 1968 Bilingual Education Act (BEA) reaches its 50th anniversary, we provide a critical historical review of its contradictory origins and legacy. By distilling the BEA's history into three periods that we label "power to the people," "pride for the people," and "profit from the people," we demonstrate that 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…

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…

Through two qualitative case studies conducted over two years, this research examines the educational practices and perceptions of two working-class Mexican transnational families currently living in a Midwestern city in the United States. Findings indicate that for transnational families and their children, educational inclusion is about…

Reasons for code-switching in young children range from the linguistic (single-word borrowings that appear to be translation equivalents or to fill gaps in lexical knowledge) to more complex sociolinguistic and sociocognitive factors, such as desiring affiliative interactions. We looked at patterns of code-switching in narratives derived from…

Students participated in a 2-week intensive program in the city of Puebla, Mexico. The experience included university course work, cultural field trips, and teaching and observing in Mexican elementary schools. It also included many opportunities to interact and participate in daily life in Puebla. The study examined changes in attitudes about…

Language is the means through which mathematics is learned and mathematical reasoning is developed and expressed. Students' development of mathematical knowledge is dependent upon their codevelopment of language competencies. This study sought to understand the intersection of language acquisition and mathematical reasoning in a multigrade,…

A teacher-developed alternative assessment of reading comprehension was specifically designed for transitional English language learners. Use of the measure with 89 fifth-graders in their first year of English language instruction showed that the students could successfully engage with English texts and provided teachers with useful information to…

A study in a south Texas preschool found that Mexican American children, when given the opportunity to engage in sociodramatic play, displayed various language functions needed for the development of early literacy skills. The preschoolers created elaborate monologues and dialogue in their native language (sometimes in their second language),…

A study examined Spanish-speaking children's attitudes about being and staying bilingual. Classroom observations and interviews with 15 fifth-grade students, 12 parents, and 2 teachers at a Texas elementary school indicated that despite being in a supportive bilingual environment, students believed they would have to struggle to maintain their…

A study examined English language anxiety in 178 immigrant Mexican American middle school students attending southwestern U.S. schools. There was no gender difference in anxiety in English-as-a-second-language classes, but girls demonstrated significantly more English language anxiety in their mainstream classes. Recommendations include affective…

The development of an inventory of Mexican immigrant students' reading preferences is described. A study involving 405 Mexican immigrant students in grades 6-9 in southern New Mexico examined various influences on reading preferences. Results indicate that although preferences differed by gender, grade level, and U.S. residence, titles reflecting…