Collaboration for Transformation: Critical, Community-Led Action Research in Language Education Policy

Session Type: Symposium

Abstract

A goal of language education policy research (Johnson & Stephens, 2018) and educational policy research more broadly (Ball, 1997) is uncovering how policies can uphold or unpend unequal social power dynamics and foster educational equity. Research demonstrates the power of those who interpret and implement policies (e.g. Ball et al. 2011; Menken & Garcia, 2010) but potential transformation centered in the knowledge and agency of those whose language practices policy regulates is less-explored. This session features projects where researchers and organizational/community stakeholders collaborated for equity in language education. Examining findings from research approaches where educators, community members, parents, and students are positioned as knowers and doers, we illuminate transformative and educative potential when policy subjects are positioned as change agents.

Sub Unit

• SIG-Bilingual Education Research

Chair

• Crissa Stephens, Georgetown University

Papers

• Commonly and Less Commonly Taught Language Communities Shaping Curriculum, Teacher Preparation, and Professional Development - Jenna Cushing-Leubner, University of Wisconsin - Whitewater

• Singletons and Survivors: Translanguaging and Affect in Almost-Bilingual Classrooms - Elaine Cristina Allard, Swarthmore College

• Speaking the Word and the World en la villa inmigrante: Translanguaging Praxis Through the Arts - Holly Link, Centro de Cultura, Arte, Trabajo y Eduación (CCATE)

• Culturally Sustaining Systemic Functional Linguistics: Remixing of the Communal and Hegemonic in an After-School Program - Jason D. Mizell, University of Miami

• Language Policy Considerations From Bilingual Adolescent Latinx Youth - Sarah Hesson, Rhode Island College

Discussant

• Edwin Mayorga, Swarthmore College