Building Raciolinguistic Justice in Midwestern Dual-Language Programs: Teacher Learning Through the Development of Research-Practice Partnerships

• In Event: Fairmont Roundtable Session Thirteen
  In Roundtable Session: Teachers Transcending Justice Across Multilingual Contexts (Table 9)

Abstract

Dual language bilingual education (DLBE) is an expanding educational approach where English-majority students and designated “English Learners” (ELs) are purposefully integrated with the goals of bilingualism/biliteracy and socio-cultural competence. While DLBE originates from bilingual education and activism around designated-ELs in historic immigrant destinations, some programs in newer Midwestern destinations lack such history and also suffer from “gentrification.” Using a framework of critical pedagogy and raciolinguistic perspectives – and ultimately aiming to develop criticality through professional development and network-building – we examine how Midwestern DLBE educators describe their challenges and learning needs around race and equity. Generated through a research-practice partnership, we found 120 participants (many teachers of color) adopting critical stances within DLBE, yet evasive in their discourses around race/racism.

Authors

• Lisa M. Dorner, University of Missouri
  Presenting Author

• Sophia Piral Lee, University of Missouri
  Presenting Author

• Trish Morita-Mullaney, Purdue University
  Presenting Author

• Amy Young, Minnesota Department of Education
  Presenting Author

• Deborah K. Palmer, University of Colorado - Boulder
  Presenting Author