From Contested Lands to Reclaiming our Land Midwestern Teachers (Re)Storying Dual Language Programs for Latine/x Bilingual Communities

• In Event: AERA Roundtable Session Thursday 4:15 pm
  In Roundtable Session: The Impact of Social Context and Language Learning

Abstract

This paper demonstrates how DLBE upends Midwest geographies of monolingual whiteness through intentional creation of spaces for racialized bilingual education. While much has been made about the turn in DLBE for white students cautioning educators to recognize the gentrification of the program (Valdés, 1997), in this paper bilingual educators story their aims and focus for DLBE in the Midwest as a form of resistance and taking back the program for racialized communities. Through storytelling as methodology we ensure that the educators voices are highlighted. Findings suggest that DLBE thrives because of educators who are committed to teaching from cariño and to sobresalir. The teachers constantly push back against deficit narratives and they assert their space in the city and region.

Authors

• Enrique David Degollado, Loyola University Chicago

• Idalia Nunez, University of Illinois at Urbana-Champaign

• Blanca Gabriela Caldas Chumbes, University of Minnesota

• Andrew Hilton Hurie, University of Wisconsin - Whitewater