Countering Silence and Reconstructing Identities in a Spanish/English Two-Way Immersion Program

Cervantes‐Soon, Claudia G.; Turner, Alison

doi:10.1007/978-94-6300-809-9_9

Cited by 3 publications

(2 citation statements)

References 24 publications

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“…For example, while teachers in one study endorsed a color-blind orientation toward social differences, some used language as a proxy for race, articulating students’ linguistic differences as an obstacle for learning (Juárez & McKay, 2008). In another study, teachers believed Latino children were raised to be quiet and submissive, an assumption that naturalized English speakers’ dominance in classroom discourse (Cervantes-Soon & Turner, 2017).…”

Section: Areas Of Inequality In Twimentioning

confidence: 99%

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

Cervantes‐Soon

Dorner

Palmer

et al. 2017

Review of Research in Education

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304

124

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This chapter reviews critical areas of research on issues of equity/equality in the highly proclaimed and exponentially growing model of bilingual education: two-way immersion (TWI). There is increasing evidence that TWI programs are not living up to their ideal to provide equal access to educational opportunity for transnational emergent bilingual students. Through a synthesis of research from related fields, we will offer guidelines for program design that attend to equality and a framework for future research to push the field of bilingual education toward creating more equitable and integrated multilingual learning spaces. Specifically, this review leads to a proposal for adding a fourth goal for TWI programs: to develop “critical consciousness” through using critical pedagogies and humanizing research.

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Section: Areas Of Inequality In Twimentioning

confidence: 99%

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

Cervantes‐Soon

Dorner

Palmer

et al. 2017

Review of Research in Education

Self Cite

304

124

View full text Add to dashboard Cite

show abstract

“…These scholars, for example, have situated conversations of home/community literacies alongside Chicana feminist pedagogies to examine how literacies extend beyond the traditional classroom and are rooted in Chicanx/Latinx ways of knowing (Delgado Bernal, 2001; Elenes, 2010). Further, Chicana/Latina feminist literacy scholars have highlighted the literacies that emerge through storytelling across borders (Sánchez, 2007, 2009) and the powerful role mothers and mother figures play in sharing literacies of survival and resistance (Cervantes-Soon & Turner, 2017; Villenas, 2005).…”

Section: Chicana/latina Feminist Theories and Embodied Literaciesmentioning

confidence: 99%

Excavating Embodied Literacies Through a Chicana/Latina Feminist Framework

Ybarra

Saavedra

2021

Journal of Literacy Research

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In this article, the authors take a reflective, self-study journey that digs into their own embodied literacies as Chicana feminist literacy researchers. Chicana/Latina feminisms offer an/other angle for exploring embodied literacies and are one way to center bodies and knowledge from the margins. The authors emphasize Anzaldúa’s concept of geographies of selves as an entry point for theorizing the embodied literacies of Chicanas/Latinas. To support this excavation process, the authors demonstrate how autohistoria-teoría, as a methodological approach to literacies, can be used to locate, narrate, and document the embodied literacies of Chicanas/Latinas. The findings demonstrate how places and people shape knowledge and ways of reading the world and thus impact the literacies imprinted on bodies.

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Sociocultural Competence for Racial Justice in Dual Language Programs: Dismantling (Mis)Conceptions of Race

González

2023

Urban Rev

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Countering Silence and Reconstructing Identities in a Spanish/English Two-Way Immersion Program

Cited by 3 publications

References 24 publications

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

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

Excavating Embodied Literacies Through a Chicana/Latina Feminist Framework

Sociocultural Competence for Racial Justice in Dual Language Programs: Dismantling (Mis)Conceptions of Race

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