Combating Inequalities in Two-Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces

Cervantes‐Soon, Claudia G.; Dorner, Lisa M.; Palmer, Deborah K.; Heiman, Dan; Schwerdtfeger, Rebecca; Choi, Jinmyung

doi:10.3102/0091732x17690120

Cited by 301 publications

(133 citation statements)

References 102 publications

(162 reference statements)

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“…Despite these federal mandates, however, schools continue to have difficulties involving, engaging, and thus, building relationships with families (Moles & Fege, 2011;Nevin, 2008). Moreover, certain educational programs, such as language immersion schools, may not have policies in place that allow them to serve their entire population, most specifically the minoritized children that they are created to serve (Cervantes-Soon, Dorner, et al, 2017;Dorner, 2011;Valdés, 1997).…”

Section: Discussion: Parent Engagement As Discursive Powermentioning

confidence: 99%

“…Contrary to expectations and hopes, the extant research on the climate of language immersion schools has found that they often benefit English-speaking students and families, rather than speakers of other languages (Cervantes-Soon, Dorner, et al, 2017;Flores, 2010;Valdés, 1997). Families' perceptions of school climate-including barriers such as lack of communication, collaborative efforts, and trust-may make it difficult for parents of immigrant and minoritized language backgrounds to develop partnerships with their children's schools, even in language immersion schools that presumably are designed to work with cultural and linguistic diversity (Dorner, 2010;Kavanagh, 2014;Lee & Bowen, 2006).…”

Section: School Climate and Parent Engagement In Language Immersion Pmentioning

confidence: 99%

“…Families' perceptions of school climate-including barriers such as lack of communication, collaborative efforts, and trust-may make it difficult for parents of immigrant and minoritized language backgrounds to develop partnerships with their children's schools, even in language immersion schools that presumably are designed to work with cultural and linguistic diversity (Dorner, 2010;Kavanagh, 2014;Lee & Bowen, 2006). Despite their intentions, many language immersion programs continue to reflect a political climate that values one language (English) and one identity (American) (Cervantes-Soon, Dorner, et al 2017;López, 2013;Muro, 2016). Valdés (1997) and Dorner (2011) both found that policy and decision-makers developed programs that reflected the more dominant (English-speaking) cultural discourse, and in turn, silenced the voices of minoritized populations, which the programs intended to serve.…”

Section: School Climate and Parent Engagement In Language Immersion Pmentioning

confidence: 99%

“…During years of working with immigrant communities and teaching English in Chicago and Japan, she has witnessed the hegemonic power of English in school systems across the world. In turn, she continues to strive to understand, document, and support the experiences of transnational migrants; she aims to help develop equitable language immersion education, especially in the midwestern United States (see Cervantes-Soon, Dorner, et al, 2017). …”

mentioning

confidence: 99%

“…In this project, we wanted to answer the research call to examine power dynamics between marginalized families and educators and thereby re-conceptualize school-family collaboration, engagement, and policies (CervantesSoon, Dorner, et al, 2017;Fernández & López, 2017;Ishimaru, 2014). Framed by Foucault's theories of power (1980) as well as the Ecologies of Parental Engagement (EPE) framework (Calabrese Barton, Drake, Perez, St. Louis, & George, 2004), our guiding research questions were: (a) Do Spanish-speaking parents enact relational power at SIES, and if so, how?…”

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confidence: 99%

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Assessing Spanish-speaking immigrant parents’ perceptions of climate at a New Language Immersion School: A critical analysis using “Thinking with Theory”

Aguayo

Dorner

2017

EPAA

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Parent involvement in schools is often developed through one-way, deficit-oriented relationships, where information flows from schools to families and parents are perceived to lack some capacity or knowledge. However, little is known about the conditions facing Spanish-speaking families at Spanish language immersion schools, which presumably might employ fewer deficit perspectives due to the language and culture focus of their educational model. In turn, this study asked: How does school climate discourse shape Spanish-speaking parents' abilities to engage at a Spanish immersion elementary school (SIES)? Do parents enact relational power at SIES, and if so, how? Data analysis centered on school climate surveys completed by 19 Spanish-speaking mothers. Framed by Ecologies of Parental Engagement (EPE) and Foucault's concepts of power, the study ultimately examined not only parent perceptions, but also the research project and its own deficit-driven norms. Findings include: While parents reported trusting the school and teachers, many felt discouraged in Education Policy Analysis Archives Vol. 25 No. 112 2 SIES's climate. Some blamed their level of involvement on their own (lack of) language or ability. Analyses also explore how the language immersion school and design of the research project-despite good intentions-were not bridging the gap between hegemonic Englishspeaking society and Spanish-speaking families. The discussion then considers the implications for school climate, parent engagement policies, and research at diverse multilingual schools. Keywords: language immersion schooling, parent engagement, parent involvement policy, school climate, Thinking with Theory Examinando las percepciones de padres de familia emigrantes sobre el ambiente de una escuela nueva de inmersión de lengua: Un crítico análisis utilizando "Pensando con Teoría" Resumen: La involucración de padres de familia en las escuelas usualmente se desarrolla por medio de relaciones con sentido único y orientación déficit, donde la información fluye de escuela a familias y los padres son percibidos con falta de capacidad o conocimiento. Pero poco se sabe sobre las condiciones que los padres de familia hispanohablantes en escuelas de inmersión en español, donde presumiblemente pueden emplear menos perspectivas con características déficit debido a la lengua y el enfoque cultural de su modelo educacional. Por esta razón, este estudio pregunta: ¿Como el discurso del ambiente de la escuela forma las habilidades de los padres de familia hispanohablante para comprometerlos en una escuela primaria de inmersión en español (SIES)? ¿A caso los padres de familia promulgan poder relacional en SIES, y si es cierto, como lo hacen? Los análisis de datos fueron centrados en encuestas sobre el ambiente escolar de 19 madres de familia hispanohablante. Enmarcados por conceptos de Ecologías del Compromiso de Padres de Familia (EPE) y el concepto de poder por Foucault, este estudio examino no solo las percepciones de las madres, sino también sobre el mis...

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Section: Discussion: Parent Engagement As Discursive Powermentioning

confidence: 99%

Section: School Climate and Parent Engagement In Language Immersion Pmentioning

confidence: 99%

Section: School Climate and Parent Engagement In Language Immersion Pmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Assessing Spanish-speaking immigrant parents’ perceptions of climate at a New Language Immersion School: A critical analysis using “Thinking with Theory”

Aguayo

Dorner

2017

EPAA

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Toward Border‐Crossing Biliteracies: Pláticas of Midwest Transnational Latinx Families Reading and (Re)writing the World

Nuñez

2023

Reading Research Quarterly

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This article focuses on the experiences of transnational Latinx youth and families through historias shared by the mothers. Transnational communities such as those from Latinx immigrant backgrounds have acquired critical perspectives because of their experiences in and across borders that have become central to their understanding of how to navigate learning in the U.S. context. As such, learning about border‐crossing knowledge and literacies from transnational students, families, and communities has become increasingly relevant and a timely pressing topic in today's U.S. language and literacy education and beyond. This study employed a pláticas methodology to capture how transnational Latinx mothers storied their bilingual children's biliteracies. This study draws on transnational literacies and transcultural knowledge to conceptualize border‐crossing biliteracies, a lens for understanding how transnational children read and write the world. Drawing on this lens, the findings reveal how transnational Latinx families disrupt and expand the meaning of family, language, literacy, and cultural teaching and learning for transnational Latinx youth. Rooted in their experiences, this article discusses and unpacks the meaning of border‐crossing biliteracies pedagogy and offers implications for bilingual educators, curriculum developers, and researchers.

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Science education with multilingual learners: Equity as access and equity as transformation

et al. 2023

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Research in science education with multilingual learners (MLs) has expanded rapidly. This rapid expansion can be situated within a larger dialogue about what it means to provide minoritized students with an equitable education. Whereas some conceptions of equity focus on ensuring all students have access to the knowledge, practices, and language normatively valued in K‐12 schools (equity as access), increasingly prominent conceptions focus on transforming those knowledge, practices, and language in ways that center minoritized students and their communities (equity as transformation). In this article, we argue that conceptions of equity provide a useful lens for understanding emerging research in science education with MLs and for charting a research agenda. We begin by tracing how conceptions of equity have evolved in parallel across STEM and multilingual education. Then, we provide an overview of recent developments from demographic, theoretical, and policy perspectives. In the context of these developments, we provide a conceptual synthesis of emerging research by our team of early‐career scholars in three areas: (a) learning, (b) assessment, and (c) teacher education. Within each area, we unpack the research efforts in terms of how they attend to equity as access while pushing toward equity as transformation. Finally, we propose a research agenda for science education with MLs that builds on and extends these efforts. We close by offering recommendations for making this research agenda coherent and impactful: (a) being explicit about our conceptions of equity, (b) paying attention to the interplay of structure and agency, and (c) promoting interdisciplinary collaboration.

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Combating Inequalities in Two-Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces

Cited by 301 publications

References 102 publications

Assessing Spanish-speaking immigrant parents’ perceptions of climate at a New Language Immersion School: A critical analysis using “Thinking with Theory”

Assessing Spanish-speaking immigrant parents’ perceptions of climate at a New Language Immersion School: A critical analysis using “Thinking with Theory”

Toward Border‐Crossing Biliteracies: Pláticas of Midwest Transnational Latinx Families Reading and (Re)writing the World

Science education with multilingual learners: Equity as access and equity as transformation

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