Third space openings at a two-way immersion elementary school in North Carolina: Lessons from parent language classes

Turner, Alison

doi:10.1080/15235882.2016.1167138

Cited by 3 publications

(1 citation statement)

References 26 publications

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“…Schools can deliberately create spaces to engage communities in productive discomfort. For example, one TWDL school implemented language lessons for both English and Spanish speaking parents to give them opportunities to come together and learn from each other (Turner, 2016). In another example from Heiman's research (2018), a teacher intentionally ran parent meetings monolingually in Spanish to push English-dominant parents to feel discomfort, telling them, "find your bilingual pair because it's going to be in Spanish!"…”

Section: Accepted Manuscriptmentioning

confidence: 99%

Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All: Proposing a Fourth Fundamental Goal for Two-Way Dual Language Education

Palmer

Cervantes‐Soon

Dorner

et al. 2019

Theory Into Practice

130

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Two-way dual language (TWDL) bilingual education programs share 3 core goals: academic achievement, bilingualism and biliteracy, and sociocultural competence. This article proposes a fourth core goal: Critical consciousness. Although TWDL programs are designed to integrate students from diverse language, culture and race backgrounds, equity is unfortunately still a challenge in TWDL classrooms and schools. We argue that centering critical consciousness, or fostering among teachers, parents and children an awareness of the structural oppression that surrounds us and a readiness to take action to correct it, can support increased equity and social justice in TWDL education. We elaborate 4 elements of critical consciousness: interrogating power, critical listening, historicizing schools, and embracing discomfort. We illustrate these elements with examples from TWDL research and practice. In addition, we describe how critical consciousness impacts and radicalizes the other three core goals, in turn supporting the development of more successful, equitable, and socially just TWDL schools.

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Section: Accepted Manuscriptmentioning

confidence: 99%

Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All: Proposing a Fourth Fundamental Goal for Two-Way Dual Language Education

Palmer

Cervantes‐Soon

Dorner

et al. 2019

Theory Into Practice

130

View full text Add to dashboard Cite

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Integration in TWBE

Jong

Alva

Yilmaz

2022

JICB

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Integration is a defining feature of two-way bilingual education (TWBE), yet the integrative dimension of TWBE has received relatively little attention. Over time, scholars have raised concerns that the integration of English speakers and speakers of other languages may not effectively support minority students in the program and in fact, reinforce the inequalities that exist outside of the program or school. This paper discusses the rationale for integration and critical issues of integration and equity as they have emerged at the classroom and program level. The authors provide a conclusion proposing ways forward and what is needed to realize the potential of integration as a transformative third space within TWBE.

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Curriculum as Endarkened Feminist Third Space: Alternative possibilities, revision, reciprocity, and surrender in teacher professional development

Nyachae

2023

Curriculum Inquiry

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Third space openings at a two-way immersion elementary school in North Carolina: Lessons from parent language classes

Cited by 3 publications

References 26 publications

Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All: Proposing a Fourth Fundamental Goal for Two-Way Dual Language Education

Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All: Proposing a Fourth Fundamental Goal for Two-Way Dual Language Education

Integration in TWBE

Curriculum as Endarkened Feminist Third Space: Alternative possibilities, revision, reciprocity, and surrender in teacher professional development

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