At the intersection of culture, bilingualism, and mathematics: breaking language norms in a seventh-grade dual-language classroom for biliteracy development

Centering Translanguaging in Teacher Education: Cultivando Nuevos Conocimientos de Translenguaje en la Educación de Docentes Bilingües

“…Although there has been an expansion of bilingual education in varied forms (e.g., one-way or two-way dual language bilingual education) and bilingualism is seen with positive eyes, we need to remember that language and bilingual practices are always racialized (Flores et al, 2021). Therefore, Latina/o/x and other linguistically and culturally minoritized students in K-12 educational contexts continue to be confined in DOI: https://doi.org/10.24974/amae.15.3.450 instructional language models that exclude the full use of their linguistic and cultural resources; these inequities are persistent even in bilingual classrooms (Cervantes-Soon et al, 2017;Garza Ayala, 2020). Sociocultural scholars in the field of bilingual education are proposing the implementation and free enactment of translanguaging pedagogies and practices to counteract language and literacy injustice and promote academic achievement (e.g., Cioè-Peña & Snell, 2015;García et al, 2017;Ibarra Johnson & Garza Ayala, 2021).…”