When Hearts Beat in Two Languages: Elementary Biliteracy Pathways Recognitions for Latine Linguistically Expanding Learners

• In Event: AERA Roundtable Session Wednesday 11:45 am - Gold 2
  In Roundtable Session: Bilingualism desde el corazón to the enactment of languaging

Abstract

This qualitative study examines how districts implement and adapt Biliteracy Pathway Recognition (BPR) policies to support Latine Linguistically Expanding Learners (LExLs) (Author, 2025) in maintaining their home language. Grounded in Honig’s (2006) policy-people-place framework and Yosso’s (2005) Community Cultural Wealth, the study draws on interviews with district/site leaders and group pláticas with Latine parents. Participants discussed language policies and recognitions enacted across Dual Language Immersion (DLI) and Structured English Immersion (SEI) programs. Findings reveal inconsistencies in BPR implementation, limited access for LExLs outside of DLI programs, and the critical role of passionate leaders in advancing equity. This study highlights how BPRs can affirm identity and promote equity when aligned with intentional leadership, inclusive practices, and improved communication across school systems.

Author

• Mayra C Orozco, Claremont Graduate University