Critical Consciousness in Dual Language Bilingual Education
Case Studies on Policy and Practice
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Book Description
This book features case studies that address dual language bilingual education (DLBE) programs, which offer content instruction in two languages to help youth develop fluent bilingualism/biliteracy, high academic achievement, and sociocultural competence. While increasingly popular, the DLBE model is a framework that comes with unique hurdles and challenges.
Applying a pioneering critical consciousness approach, the volume provides readers with narratives, awareness, and tools to support culturally and linguistically diverse students and their families. Organized around four major areas—policy, leadership, family and community engagement, teaching and teacher learning—the volume’s case studies bring together stories from policymakers, educational leaders, family and community members, and teachers. The case studies spotlight examples in which power imbalances have been identified and shifted through critically conscious actions and offer insight into how to ensure all DLBE programs are nurturing, empowering, multilingual environments for all students, particularly racialized, immigrant, and transnational students. Accessible and varied, the case studies address important topics such as anti-Black racism, digital access, disability, school-district relations, working with undocumented families, and more. Each chapter includes a case narrative, teaching notes, discussion questions, and/or teaching activities to support stakeholders who wish to develop and enact equity in their DLBE policies, classrooms, and professional development.
A key resource for supporting student needs and transformative inquiry in the classroom, this book is ideal for graduate students, professors, leaders, educators, and other stakeholders in bilingual education and language education.
Table of Contents
Dedication
Foreword (by Belinda Flores, University of Texas at San Antonio)
Acknowledgements
Introduction: Why This Book and Why Now
- Section I: Policy and Critical Consciousness
1: ¡Ya basta! Changing Paradigms, Policies, and Practices for English Learners
Elena Izquierdo
2: Revolisyon an ap Kontinye: Honoring Haitian Creole Through a Dual Language Program in Boston Public Schools
Ayanna Cooper
3: "We Can Change the Academic Trajectory of Our Children in a Snap": Developing a High-School Dual Language Program for Spanish-Speaking Students with No Feeder Program
Esmeralda Alday, Olivia Hernández, Kathryn I. Henderson
4: Centering Immigrant Voices and Experiences in a Dual Language Bilingual School: Teachers as Critical Pedagogues and Policymakers
Dina López and Tatyana Kleyn
5. "Shifting Lenses Instead of Always Grinding Forward": Using Ethnography to Challenge Raciolinguistic Ideologies in Dual Language Education
Karla Venegas, Nelson Flores, and Jennifer Phuong
6. Using Critical Policy Analysis in Collaborative Professional Learning Communities to Enhance Dual Language Bilingual Educators’ Critical Consciousness
Verónica E. Valdez, M. Garrett Delavan, and Juan A. Freire
- Section II: Leadership and Critical Consciousness
7. The Convergence of Critical Consciousness and Culturally Sustaining Leadership Practices in Dual Language Bilingual Education
Sandra Leu Bonanno
8. The Power of Plática: Expanding Dual Language Bilingual Education at the District Level with a Bilingual Redesign Committee
Olivia Hernández and Kathryn I. Henderson
9. Dual Language, Dual Purposes: A Community in Conflict
David DeMatthews and Leyla Olano
10. Black and Bilingual: Challenges in Decentering Whiteness in Dual Language Bilingual Education
Rhonda J. Broussard, Faith R. Kares, Nicole Caridad Ralston, and Maria Patrizia Santos
11. Vietnamese Dual Language Immersion: Commodifying an Uncommodified Language and CultureMichael Bacon and Vân Truong
12. De la Lucha a la Victoria: The Journey to Save a Dual Language Bilingual Education Teacher Preparation Program
Cristina Alfaro
- Section III: Families, Communities, and Critical Consciousness
13. Fostering Critical Consciousness with Immigrant Families: The Story of a Chinese Immigrant Mother in a Mandarin-English Dual Language Program
Wenyang Sun
14. Cultivating Critical Consciousness with Mothers of Bilingual Students
María de los Ángeles Osorio de la Rosa and Jody Slavick
15. When Life Gives You Lemons: Critically Conscious Family Engagement in a Virtual Dual Language Kindergarten Class During a Pandemic
Yalda M. Kaveh and Cory Buckband
16: Contextualizing Parent Activism in One of Milwaukee’s Bilingual Public Schools
Luis "Tony" Báez and Andrew H. Hurie
17. Relational Pedagogies and the Building of a Social Architecture of Authentic Cariño in the Teaching of Healing Practices at Academia Cuauhtli
Chris Milk Bonilla and Angela Valenzuela
- Section IV: Teaching, Teacher Learning, and Critical Consciousness
18. Black Liberation in Bilingual Education: A Case for Black Freedom Dreaming
Brittney L. Frieson and Vivian E. Presiado
19. Intentando Incluir a Todes: A First Grade Team’s Gender-Inclusive Pedagogies
Caitlín Dougherty, Deborah Palmer, Stacie Aldana, and Mary Gilreath
20. English-only as a Magic Pill? Dispelling the Myths About Disability and Dual Language Bilingual Education
Steve Przymus
21. Professional Development Through Critical Conversation and Testimonio at Simón Bolívar Elementary
Caroline Hesse, Jillian La Serna, and Emily Zoeller
22. Bridging Testimonio Pedagogy with Dual Language Bilingual Education in a K/1 Classroom: One Teacher's Journey to Critical Consciousness Through a Master's Course
Juan A. Freire and Judith Flores Carmona
23. A Sense of Belonging: Biliteracy Instruction That Loves and Centers Latinx Emergent Bilingual Students and Their Families
Carmela Valdez and Rosalyn Harvey-Torres
24. Growing Critical Bilingual Literacies: Counter-narratives and Social Justice in Bilingual Education
Luz Yadira Herrera and Carla España
25. Building on Emotion: Experiencing, Confronting, and Reflecting on Patterns of Language Use in a TWI DL Classroom
Brenda Santiago González and Rachel Snyder Bhansari
Contributors Biographies
Index
Editor(s)
Biography
Lisa M. Dorner is Associate Professor of Educational Leadership and Policy Analysis at the University of Missouri, Columbia, USA.
Deborah Palmer is Professor of Equity, Bilingualism, and Biliteracy in the School of Education at the University of Colorado, Boulder, USA.
Claudia G. Cervantes-Soon is Associate Professor of Bilingual Education at Arizona State University, USA.
Dan Heiman is Assistant Professor of Bilingual/Biliteracy Education in the Department of Teacher Education at the University of Texas at El Paso, USA.
Emily R. Crawford is Associate Professor of Educational Leadership and Policy Analysis at the University of Missouri, USA.
Reviews
"This collection is a much needed contribution to the field. It is an invaluable resource for researchers, practitioners, and parents who are committed to social justice."
--Guadalupe M. Valdés, Professor Emeritus, Stanford University
"The stories and testimonios told in the chapters move the field beyond simple criticism of DLBE to reconstructing it so that it educates minoritized emergent bilinguals equitably."
--Ofelia García, Professor Emeritus, The Graduate Center, City University of New York
"This comprehensive volume makes a compelling case to add a fourth goal to the existing goals of DLBE: Critical Consciousness. Each chapter provides an example of how critical consciousness is an essential resource for all educators who strive to promote language equity in practice with multilingual, multicultural, and transnational learners."
--M. Beatriz Arias, Senior Research Scientist, Center for Applied Linguistics, Washington, DC
"This book is a GREATLY needed resource for educators in the field. I recommend this book to every administrator and educator who is truly passionate about fulfilling the exciting promise of bilingual education."
--Amy Young, Minnesota Department of Education
"Through the case studies presented in this important volume, the editors and contributors provide helpful, concrete examples that will inspire us all to make critical consciousness the very foundation of DLBE."
--Kate Menken, Queens College, City University of New York
"Educators, researchers, policymakers, and teacher educators in the U.S. and beyond will appreciate the instructive and inspiring glimpses into the transformative, liberatory possibilities that exist in and through DLBE."
--Mariana Pacheco, Associate Professor, UW-Madison