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Fifty Years of Conceptualizing, Measuring, and Imagining Equity in Multilingual Education: A Literature Review

Fri, April 25, 3:20 to 4:50pm MDT (3:20 to 4:50pm MDT), The Colorado Convention Center, Floor: Meeting Room Level, Room 704

Abstract

Guided by Garcia’s (2009) call to re-imagine an education system that centers multilingual communities and to provide a forward-thinking movement towards equitable, transformative multilingual community thriving, this review grapples with 50-years of historical and contemporary tensions related to equity and equitable access conceived, measured, and imagined in PK-12 settings for multilingual students through a research as racialized social practice lens (Chang & Viesca, 2022; Herndl & Nahrwold, 2000). We focus on the framing of research problems and questions, the theoretical frameworks and methodologies utilized, and patterns in findings and implications to document the historical and contemporary conceptualizations of equity in multilingual education, focusing on synthesizing the approaches and findings of disruptive research working towards a transformative multilingual community thriving.

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