¡Ya basta! Changing Paradigms, Policies, and Practices for English Learners Purpose (Poster 1)

• In Event: Case Studies of Critically Conscious Practice in Dual-Language Bilingual Education Schools, Classrooms, and Communities

Abstract

Research continues to recognize critical consciousness as foundational to Dual Language Bilingual Education (DLBE), especially in large scale implementation (Henderson & Palmer, 2020). This case study is about a courageous Latina, Matilde (pseudonym), who was once an English Learner (EL) herself, and who later in life, led a district wide transformation in educating historically marginalized ELs in a district indicted for inequities in serving ELs, known as los desaparecidos. New to the district as a leader, her goal was to shift from transitional to DLBE district-wide. The two models are foundationally different in their language orientation and sociocultural equity. There was resistance from teachers, principals and other key district personnel.
This paper explores Matilde’s lived experiences in school that contributed to the impetus and pursuit to transform the schooling experiences for others like her who followed. It then examines her actions across the district in building critical consciousness and developing a plan of action to put an end to past practices and equitably serve all ELs. ¡Ya basta![Enough is enough!]

Framework
A critical consciousness framework was used to define the lens through which to analyze the actions taken by Matilde in building critical consciousness: historicizing; critical listening; interrogating power; and contending with discomfort (Palmer et al, 2019). Discomfort levels were intense as critical conversations took place with various district individuals who were once associated with the system responsible for EL inequities. Building critical consciousness became her platform for leading with equity. Matilde’s district title got people to the meetings; however, shifts in beliefs and ideologies are complex, complicated, and not easy.
Method
This qualitative instrumental case study (Stake, 2005) drew on data collected from multiple sources: (1) Field notes from meetings with district administration, school board, principals, teachers, parents, and community members; (2) Professional development sessions; (3) Interviews with Matilde, various district educators, parents and community members; and (4) Surveys for bilingual teachers and principals. A qualitative thematic analysis contributed to the understanding of and the need for building critical consciousness across the district.
Significance
This case study demonstrates the importance of building critical consciousness as part of the process in (1) shifting from a transitional model to a dual language model of bilingual education; and (2) expanding from a few schools with dual language bilingual education to a district wide adoption and implementation. A case is made for the preparation of teachers and school administrators in understanding bilingual education, understanding what critical consciousness means, and the importance of building critical consciousness.

Author

• Elena Izquierdo, University of Texas - El Paso
  Presenting Author