"Not Enough": Critical Consciousness in Dual-Language Bilingual Education

• In Event: AERA Roundtable Session 3
  In Roundtable Session: Dual-Language Programs: Identifying implementation Barriers and Addressing Inequities

Abstract

This ethnographic case study explores how dual language bilingual education (DLBE) educators understand, enact or operationalize, and acquire their perceptions of and tools to teach for critical consciousness, especially in relation to culturally and linguistically diverse students who are labeled by our educational system as “emergent bilinguals”, “native Spanish speakers” and/or “ELLs”. The present study responds to Cervantes-Soon’s (2014) call for attention to critical consciousness in DLBE, as the purpose is to gain insight into the role of critical consciousness in DLBE educators’ work. The results will inform practitioners’ work, especially teacher educators, k-12 instructional coaches, and mentors, and lend insight for those who study critical consciousness and DLBE programming.

Author

• Caroline A. Hesse, University of Texas Rio Grande Valley