Promoting Sociocultural Competence and Critical Consciousness in Dual Language Bilingual Education Programs

Session Type: Symposium

Abstract

This session will gather dual language bilingual education (DLBE) scholars who utilize various methodologies to share their research on promoting sociocultural competence, the frequently elusive third goal of DLBE, and critical consciousness. This effort addresses the field's call for increased focus in these areas in DLBE and presents a series of empirical papers that explore raciolinguistic ideologies influence on instruction and critical consciousness in the classroom, experiences encountered by DLBE teachers of color that inhibit promoting critical consciousness, professional learning communities as vehicles to promote sociocultural competence, and pedagogies of Character Formation through a sociocultural competence lens. In DLBE, a foundation of critical consciousness and sociocultural competence can jointly support educational renewal, particularly benefiting students of color and multilingual learners.

Sub Unit

• SIG-Bilingual Education Research

Chair

• Sandra S. Silva-Enos, Providence College

Papers

• “I’m here to teach Chinese…not race”: Chinese DLBE teachers’ raciolinguistic ideologies and literacy instruction - Nuo Xu, Bowling Green State University; Veronica E. Valdez, University of Utah

• "We need you to hear us:" The emotional labor of teachers of Color in DLBE - Rachel Snyder Bhansari, Portland State University

• Professional learning communities as a vehicle for sociocultural competence and humanizing PD for DLBE teachers - Sandra S. Silva-Enos, Providence College

• The enactment of sociocultural competence in a network of faith-based schools. - Elena Sada, Boston College; Melodie M. Wyttenbach, Boston College

Discussant

• Erika Feinauer, Brigham Young University