E3: Dismantling Social Systems of Oppression Through Equity-Driven Curriculum in Dual-Language Bilingual Education

• In Event: Bilingual Teacher Knowledge: Critical Consciousness, Instructional Practices, and Resilience

Abstract

Dual Language Bilingual Education (DLBE) has proven to be the most effective model of bilingual education for emergent bilinguals. However, a critical challenge in DLBE is making a significant, critical and long-term commitment to transformations that need to occur in the disposition, ideology, knowledge and skills that teachers and leadership have. E3 (equity, evidence, and efficacy) research documents how teachers, coaches and leaders translate equity into practice in a district committed to DLBE. This mixed-method study collected pre/post surveys, individual/focus group interviews, classroom observations and debriefing sessions. The findings indicate that teachers had a foundational knowledge in DLBE, yet did not have a clear understanding about core beliefs, knowledge, and practices essential to equity driven curriculum.

Authors

• Elena Izquierdo, The University of Texas - El Paso

• Jose Medina, Center for Applied Linguistics

• Vanessa Espitia Mendoza, The University of Texas - El Paso