Institutional Bilingual Education Situated in the "New Latino Diaspora": Teaching With and Against Whitening Logics While Speaking in Spanish

• In Event: 66.058 - Roundtable Session 28
  In Roundtable Session: 66.058-2 - From Participatory Praxis to Policy: English Learning and Bilingual Education in Local Contexts

Abstract

In this critical ethnography, I investigate whether and how a secondary-level Spanish-English dual language immersion (DLI) strand program’s policies and practices work to perpetuate, exacerbate, and/or challenge the marginalization of youth of color. I focus on the language and race ideologies and notions of equity undergirding the program’s discourses and practices to explore how these understandings and discourses shape the programs’ work and teacher’s pedagogy (e.g., how classroom practices shape which knowledges and literacy/language practices count). In a time of infrared anti-immigrant, anti-Latinx discourse, this project provides a critical race theory understanding into the challenges and possibilities of institutional DLI programs situated in the “New Latino Diaspora.”

Author

• Laura Carolina Chavez-Moreno, University of Wisconsin - Madison