Critically Unconscious? Unconsciously Critical? Critical Consciousness in Dual-Language/Two-Way Immersion

• In Event: Criticality, Resistance, and Moral Responsibility in Bilingual and English Language Education

Abstract

Drawing on data from a larger ongoing research study in combination with existing literature, we utilize a phenomenological approach in order to critically explore the role of critical consciousness in dual language/two way immersion (DL/TWI) educators’ work. We examine how DL/TWI educators learn of, understand, and operationalize critical consciousness in their professional context using critical theory as a framework. Initial findings suggest that critical consciousness is misunderstood and underutilized in DL/TWI settings, although elements thereof may be evident in some contexts. After discussion of findings, we offer implications for stakeholders in DL/TWI programs and address significant theoretical questions emerging from data analysis.

Authors

• Caroline A. Hesse, University of Texas Rio Grande Valley

• Jillian Joy La Serna, University of North Carolina - Charlotte

• Laura M. Jewett, The University of Texas Rio Grande Valley