A Participatory Design Research (PDR) conducted with fifteen Chicana dual language bilingual teachers in New Mexico focused on expanding their understandings of their own translanguaging, so as to transform their concept of biliteracy and design their biliteracy instruction as a site for resistance and transformation of bilingual marginalized…

This critical assessment examines the tension that has recently evolved between translanguaging advocates and advocates of two-way immersion programs. Translanguaging advocates have called for a reframing of language allocation practices and the incorporation of translanguaging pedagogy into these programs. At issue is that two-way immersion…

Wondering about possible reasons for the continuous shortage of bilingual teachers in the U.S., this five-year longitudinal qualitative narrative inquiry examines potential "leaks" in the pre-kindergarten to college (PK-20) Latinx bilingual teacher pipeline (BTP). We adopt Ocasio's Latino Teacher Pipeline framework which establishes…

Utah's state planned model of dual language education has grown and spread rapidly. Drawing on critical race theory and LatCrit, we examined state policy documents and promotional materials for their discursive portrayal of Latinas/os. Our analysis revealed a pattern of centering the interests of the White, English-dominant majority and those…

This paper explores the experiences of practicing bilingual (English/Spanish, English/Portuguese, and English/Haitian Creole) and English as a Second Language teachers after completing a Bilingual Bicultural Education Certification program. It highlights how teachers defined success when working with their emergent bilingual students and names the…

This critical content analysis was conducted utilizing the children's book "Esperanza Rising." As I read the literature, I documented how children's literature can incorporate discourse analysis into multicultural teaching practices that embrace translanguaging and bilingualism. Through this qualitative study, I demonstrated the need for…

Recent calls for social justice to be a key aspect of principal preparation have been made, but content related to the efficacy of dual language education has been a neglected area of educational leadership research, coursework, and principal preparation standards. We draw on scholarship focused on dual language education, social justice…

Using the concept of community cultural wealth, this article examines the ways that a group of 3rd-grade students engaged in writing "testimonios," or personal narratives, to reflect on their cultural and linguistic lives in and outside of the classroom. Countering deficit notions of Latina/o students, families, and communities, this…

Although biliteracy plays a vital role in academic achievement, there has been little research on the unique needs of female and male English language learners. Becoming biliterate is a complex process, compounded by other variables such as 1st-language background, class, culture, and gender. Among these variables, gender has been the least…

This article examines how bilingual programs are often guided by larger social constructs of race and language ideologies that give rise to the often inconsistent, and even contradicting, perceptions of Latina/o, Spanish-speaking students' academic preparedness and abilities. I examine a number of language ideologies as they manifested in a case…

This study examined the ways that 5th graders and their teachers constructed third spaces in bilingual and bicultural communities of practice in a dual-language school. Students and teachers used students' funds of knowledge to connect with and transform academic tasks and discourses and to create third spaces. In transformational third spaces,…

Latino immigrant parents were interviewed in an urban California school district post Proposition 227. Approximately half had placed their English-learner children into bilingual classes. The others had children in English-only classes. Guided by sociohistorical psychology, the study explores the parents' motivations for the goal of preserving the…

Drawing from sociocultural and anthropological perspectives, I present 3 case examples of bilingual, Mexican-origin students enrolled in a transitional bilingual educational program in an urban elementary school. By using the theoretical constructs of figured worlds, authoring, and "formas de ser" (ways of being), I examine how student identities…

Three hundred sixty-six parents of children enrolled in a school-wide English-Spanish two-way bilingual program participated in this study. They were asked to answer a survey that attempted to elicit information about their degree of satisfaction with the program, as well as the reasons that led them to select it, and their perception of and…

This study examined acculturation among Latino bilingual education teacher candidates to identify psychosocial distinctions among 3 identified groups: 1st-generation college students, 2nd-generation paraprofessionals, and immigrant "normalistas" (normal school foreign-trained teachers). Using acculturation scales, we observed overall group and…