Transforming and Decolonizing Sociocultural Competence in Dual Language Bilingual Education: A Critical Transnational Perspective

• In Event: Transnational Perspectives in Bilingual Education: Honoring Community Knowledge and Fostering Equity

Abstract

The growing emphasis on global competitiveness and 21st-century skills in U.S. dual language bilingual education (DLBE) often stems from a Western-centric, neoliberal perspective. This focus frequently overlooks the rich transnational knowledge and transcultural values brought by students from various backgrounds, including minoritized students and their families. This paper aims to address these gaps by reconceptualizing sociocultural competence within DLBE, catering to a transnational perspective. By doing so, we seek to enrich the learning experiences of students in DLBE by expanding their epistemological understanding of people and culture in their communities and, broadly, in the world.
We draw on Basch et al.’s (1994) definition of transnationalism as “the process by which immigrants forge and sustain multi-stranded social relations that link together their societies of origin and settlement” (Basch et al., 1994, p. 7). The notion of transnationalism itself (e.g., Basch et al., 1994; Canagarajah, 2018; Vertovec, 1999) acknowledges the ever-changing environment in which migrants forge cross-border relationships, influenced by globalization and sustained social connections intertwining their societies of origin and settlement. These multifaceted ties and interactions transcend the geographical and political borders of nation-states (Vertovec, 1999).
Employing an integrative review to assess, critique, and synthesize literature on sociocultural competence in DLBE, this study aims to develop new theoretical frameworks and perspectives (Torraco, 2005). This approach is suitable for both mature topics, to reconceptualize existing knowledge, and emerging topics, to create initial conceptualizations. The analysis involves critically examining the literature and identifying key ideas and relationships, requiring advanced conceptual thinking and transparency (Whittemore & Knafl, 2005) to advance knowledge and propose new frameworks, rather than merely providing an overview (Torraco, 2005).
We propose four tenets to better ground a transnational perspective in the goal of sociocultural competence in DLBE. Each of these tenets is interconnected and takes sociocultural competence deeper and in more just ways with the needs of all students in mind.
Expanding Epistemological, Ontological, and Axiological Understanding: To foster sociocultural competence with a transnational lens, it is essential to deconstruct the US-centric curriculum and recognize the interconnectedness of the world, appreciating diverse perspectives and practices beyond U.S. borders.
Transnational Critical Awareness and Thinking: Promoting mutual respect among different races and languages extends beyond the U.S. to a global context, empowering students to challenge hierarchies within the nation and globally.
Centering Transnational and Marginalized Experiences and Voices: DLBE programs should center the voices of transmigrant students and their families, whose experiences span borders, enriching the learning environment and providing students with unique insights and values.
Fostering Navigational Transnational Skills: Supporting transmigrant students involves helping them navigate their heritage country, mainstream U.S. spaces, and their local community, developing skills that make them stronger contributors to society.
The scholarly significance of our work lies in its innovative reconceptualization of sociocultural competence within U.S. DLBE through a transnational lens. Infusing transnational perspectives into DLBE programs ensures that students develop a comprehensive understanding of diverse needs and perspectives, enriching their learning experiences and preparing them for a globally interconnected world.

Authors

• Jongyeon Joy Ee, Loyola Marymount University

• Juan A. Freire, Brigham Young University

• Zhongfeng Tian, Rutgers University - Newark