Whose Bilingualism Counts? Juxtaposing Sanctioned and Subaltern Bilingualism Through Two Dual Language Teachers' Testimonios

• In Event: Innovative Dual-Language Education Teacher Professional Development

Abstract

Understanding racialization within border theory, we may name, problematize, and interrupt interlocking forms of oppression (e.g. linguicism, nativism, monolingual ideologies) in dual language bilingual education (DLBE). We focus on DLBE teachers of Mexican and Persian origins in a comparative case study to illustrate how their bi/multi/translingual languaging is sanctioned or subaltern in different fields. Notably, the university and elementary DLBE spaces sanction Mia’s translanguaging but also relegate it to subaltern levels. Although a multilingual DLBE teacher, Chitra’s bi/multi/translingualism is subaltern—she’s perceived as monolingual in mainstream and DLBE spaces. Findings illustrate our responsibility to strengthen DLBE by sanctioning the rich languaging practices (e.g. translanguaging and knowing low-incidence languages) of all bi/multilinguals in DLBE contexts.

Authors

• Mandy Stewart, Texas Woman's University

• Alexandra Babino, Texas A&M University - Commerce