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Case Studies of Critically Conscious Practice in Dual-Language Bilingual Education Schools, Classrooms, and Communities
Sun, April 16, 2:50 to 4:20pm CDT (2:50 to 4:20pm CDT), Radisson Blu Aqua Hotel, Chicago, Floor: 1st Floor, Atlantic ESession Type: Structured Poster Session
Abstract
Session showcases examples of educational leaders, teachers, and families/community members engaging in critically conscious practice in dual language bilingual education (DLBE) schools/programs. DLBE programs are growing across the U.S., and well-implemented programs are effective at supporting the education of racialized bilingual students (Steele et al., 2017). Yet programs are shaped by colonial and racist histories and mounting evidence suggests a need to focus on equity (Cervantes-Soon et al., 2017). We propose engaging critical consciousness at all levels to work toward justice. Practitioners and research partners will share their work to identify and transform DLBE power imbalances through critically conscious actions, such as historicizing, critically listening, engaging with discomfort, and interrogating power (Author et al., 2019).
Sub Unit
Chair
Papers
¡Ya basta! Changing Paradigms, Policies, and Practices for English Learners Purpose (Poster 1) - Elena Izquierdo, University of Texas - El Paso
Fostering Critical Consciousness With Chinese Immigrant Families in a Mandarin-English Dual-Language Program (Poster 2) - Wenyang Sun, University of Utah
Critically Conscious Family Engagement in a Virtual Dual-Language Kindergarten Class During a Pandemic (Poster 3) - Yalda M. Kaveh, Arizona State University; Cory Alan Buckband, Arizona State University
English-Only as a Magic Pill? Dispelling the Myths About Disability and Dual-Language Bilingual Education (Poster 4) - Steve Daniel Przymus, Texas Christian University
Building on Emotion: Reflecting on Patterns of Language Use in a Two-Way Dual-Language Classroom (Poster 5) - Brenda Santiago Gonzales; Rachel Snyder Bhansari, Portland State University
Growing Critical Bilingual Literacies: Counternarratives and Social Justice in Bilingual Education (Poster 6) - Luz Yadira Herrera, California State University - Dominguez Hills; Carla España, Brooklyn College - CUNY
"Maestros, Maestras y Maestres": How Two Bilingual First-Grade Teachers Created Intersectionally Inclusive Classrooms Through Translanguaging (Poster 7) - Caitie Dougherty, University of Colorado - Boulder
Black Liberation in Bilingual Education: A Case for Black Freedom Dreaming (Poster 8) - Brittany Frieson, University of North Texas; Vivian Elizabeth Presiado, Illinois State University
Unacknowledged Education: Development of Critical Consciousness in Dual-Language Bilingual Educators (Poster 9) - Caroline A. Hesse, University of Texas - Rio Grande Valley