This study utilizes a qualitative research design to investigate the design experiences of massive open online courses (MOOCs) instructors in South American academic institutions. It reveals that MOOC instructors are primarily motivated to teach MOOCs from their desire to make contributions to society (e.g., providing free and accessible MOOCs on…

James Banks's framework for determining the levels of integration of multicultural content in teachers' pedagogy has long been a tool used by researchers worldwide. This article introduces the Holistic Analysis of Multicultural Teaching Framework that rethinks Banks's framework to allow research analysis to capture the hybrid and fluid aspects of…

An area of ongoing debate among bilingual scholars and practitioners is the extent to which instructional languages should be separated in dual language bilingual education (DLBE). This article contributes to and extends this effort by proposing critical translanguaging space as a conceptual lens to guide the design of translanguaging pedagogies…

This essay posits that an institution's program design mandates the curriculum for the classes we teach and that curriculum affects the concept of "canonical" literature, teacher preparation, textbook content, and comfort with discussing difference in the second language classroom for undergraduates. For that reason, this essay argues…

To address racial inequity and the exclusion of African Americans in applied linguistics, second-language acquisition, and world language (WL) education, our field must reckon with social justice problems of racism and anti-Blackness. Theoretical frameworks of critical race theory (CRT) and critical race pedagogy (CRP) elucidate how such…

Considerable research on the two-way Spanish immersion model of education highlights benefits such as biliteracy, high academic achievement in both languages of instruction, and sociocultural competence for students of various linguistic and sociocultural backgrounds. The desire to gain these 21st century skills has caused a proliferation of dual…

The Digital Humanities (DH) has been for many years, even decades, in constant development and self-definition and has been able to gather a diverse and international community that goes beyond the traditional framework of academia. Modern Languages (ML) also finds itself in the process of establishing the terms in which it intersects with the…

The premise of the present paper is that an intercultural approach to multilingualism in schools generates inclusion and a construction of cultural and linguistic identity that respects the diversity of society and classrooms. Students, teachers, and families participated in an action research project conducted in four schools with the presence of…

The purpose of this study is to document how K-8 critically conscious, dual language, science teachers (CCDLSTs) working with bilingual learners (BLs) practice their critical consciousness via the four tenets of dual language education: ideological clarity, pedagogical perspective and clarity, access for all, and equitable spaces (IPAE). This…

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…

Critical perspectives on language pedagogy and linguistics have been marked by advocacy for the deconstruction of the concept of "language". Using Spanish as exemplary, and situating "language" within culturally informed worldviews, we contribute to this discussion through an examination of dominant language ideologies and…

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 study explores how principals of dual language (DL) programs draw on two dominant societal discourses around language education--linguistic instrumentalism/neoliberalism and equity/social justice--to make sense of their programs. Through in-depth interviews with 19 principals of Spanish-English elementary school DL programs in Arizona and…

This study examined Spanish-English dual language (DL) K-6 teachers in collaborative professional development as they worked towards achieving the bicultural goal of DL education, beyond traditional interpretations, and incorporating sociopolitical consciousness as a fourth goal. These two principles are part of the transformational DL educational…

The article explores the intersection of equity goals and language ideologies within a dual language bilingual education (DLBE) language policy context. We present two DLBE teachers, Karina and Marisol, and explore their language ideologies and professional conviction towards equitable learning opportunities for their students. We investigate how…