53.038 - It Takes a Pueblo: Reimagining Educational Equity for Latino Emergent Bilinguals

Session Type: Symposium

Abstract

Addressing the unique strengths and needs of Latino emergent bilingual students is paramount for their educational success. Recent scholarship recognizes the failure of educational policy to leverage students’ full linguistic repertoires (Bunch, 2013; Souto-Manning, 2010), build strong connections between linguistically diverse homes and schools (Baquedano-López, Alexander, & Hernandez, 2013), and provide teachers with quality learning opportunities to better support their emergent bilingual students (Alfaro, 2008; Bartolomé, 2004). Attention is still needed to fully understand how to provide optimal learning conditions for students becoming bilingual and biliterate. This panel offers specific suggestions to address educational equity for Latino emergent bilinguals across educational contexts and via multiple stakeholders to offer holistic and linguistically-sustainable (Paris, 2012) approaches.

Sub Unit

• Division G - Social Context of Education / Division G - Section 3: Studies of the multiple languages and literacies of varied social contexts

Chair

• Ariana Mangual Figueroa, Rutgers University

Papers

• Engaging by Advocating: Latino Parents Advocating for Their Children and Family's Language Needs and Goals - Lorena Mancilla, University of Wisconsin - Madison

• Unveiling Language Bonds: An Examination of Linguistic Capital Through the Creation of Biliteracy Family Projects - Adriana Alvarez, University of Colorado - Boulder

• Understanding Bilingual Worlds: Language and Literacy Engagement of Grade 4 Spanish-English Emergent Bilinguals Outside School - Alissa Anne Blair, University of Wisconsin - Madison

• Flexible Biliteracy Model: Using Translanguaging as a Resource - Susana Ibarra Johnson, New Mexico State University

• The Impact of Language and Literacy Practices on Bilingual Teacher Candidates' Identity and Development - Sera Jean Hernandez, San Diego State University

Discussant

• Cristina Alfaro, San Diego State University