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Theory Into Practice Volume 58, 2019 - Issue 2: Re-Imagining Dual Language Education in the U.S.
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Articles

Preparing Critically Conscious Dual-Language Teachers: Recognizing and Interrupting Dominant Ideologies

Cristina AlfaroCristina Alfaro is at the Dual Language and English Learner Education Department, College of Education, San Diego State University, San Diego, CA.Correspondence[email protected]
Pages 194-203 | Published online: 22 Apr 2019

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Doris Ann Villarreal. (2024) Postura Activista: Examining one bilingual teacher’s activism and commitment to the community she serves. Bilingual Research Journal 47:1, pages 42-57.
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A. Garza Ayala. (2022) At the intersection of culture, bilingualism, and mathematics: breaking language norms in a seventh-grade dual-language classroom for biliteracy development. International Journal of Bilingual Education and Bilingualism 25:6, pages 2109-2123.
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Allison Briceño & Emily Zoeller. (2022) “Subestimamos las habilidades de los estudiantes:” Bilingual teacher candidates building on multilingual assets. Bilingual Research Journal 45:1, pages 8-25.
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Ryan W. Pontier & Diana C. Ortega. (2021) Experienced bilingual dual language elementary teachers and the reproduction of monoglossic ideology. NABE Journal of Research and Practice 11:3-4, pages 86-105.
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Juan A. Freire & Enrique Alemán$suffix/text()$suffix/text(). (2021) “Two schools within a school”: Elitism, divisiveness, and intra-racial gentrification in a dual language strand. Bilingual Research Journal 44:2, pages 249-269.
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Brenda Rubio, Deborah K. Palmer & Manuel Martínez. (2021) Si no estás defendiendo tus alumnos, que estás haciendo en el salón? A Mexican Immigrant Teacher’s Journey to Critical Consciousness. Journal of Language, Identity & Education 20:1, pages 45-57.
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Daniel Heiman, Eric Ruíz Bybee, Haydeé Marie Rodríguez & Luís Urrieta. (2021) “Era como si esas casas no encajaban con la comunidad”: Caminatas with Futurxs Maestrxs Bilingües in a Gentrifying Latinx Community. Journal of Language, Identity & Education 20:1, pages 30-44.
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Yalda M. Kaveh & Alexandria Estrella-Bridges. Pedagogies of Resistance and Healing: Latinx Dual Language Bilingual Education Teachers Battling Racialized Ideologies of Languagelessness in Arizona. Journal of Language, Identity & Education 0:0, pages 1-19.
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Ryan W. Pontier & Zhongfeng Tian. (2023) Co-learning, co-planning, and co-shifting to build critical (trans)language(ing) awareness: case studies from the field. Educational Linguistics 0:0.
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Ana Solano-Campos. (2023) Beyond the Land of Thorns: Epistemic Authorship in Dual Language Bilingual Education. Urban Education.
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Patricia Venegas-Weber & Giselle Martinez Negrette. (2023) From ideological clarity to Linguistic Ideological Clarity: Critical reflections, examination of language ideologies & interrogation of pedagogical practices. Linguistics and Education 77, pages 101201.
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Moisès Esteban-Guitart. (2021) Invisible Funds of Identity in Urban Contexts. Urban Education 58:7, pages 1449-1469.
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Laura C. Chávez-Moreno. (2021) Racist and Raciolinguistic Teacher Ideologies: When Bilingual Education is “Inherently Culturally Relevant” for Latinxs. The Urban Review 54:4, pages 554-575.
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Xueyan Bai & Xiajian Wang. (2022) Artificial Intelligence Technology and Its Application in Improving Thought-Politics Education. Mobile Information Systems 2022, pages 1-11.
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Sera J. Hernández, Cristina Alfaro & Melissa A. Navarro Martell. (2022) Bilingual teacher educators as language policy agents: A critical language policy perspective of the Castañeda v. Pickard case and the bilingual teacher shortage. Language Policy 21:3, pages 381-403.
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Kristen Lindahl, Christian Fallas‐Escobar & Kathryn I. Henderson. (2021) Linguistically Responsive Instruction for Latinx Teacher Candidates: Surfacing Language Ideological Dilemmas. TESOL Quarterly 55:4, pages 1190-1220.
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M. Garrett Delavan, Juan A. Freire & Kate Menken. (2021) Editorial introduction: a historical overview of the expanding critique(s) of the gentrification of dual language bilingual education. Language Policy 20:3, pages 299-321.
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Gabrielle Oliveira, Mariana Lima Becker & Chris K. Chang-Bacon. (2020) “Eu sei, I know”: Equity and Immigrant Experience in a Portuguese‐English Dual Language Bilingual Education Program. TESOL Quarterly 54:3, pages 572-598.
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Sally J. Hood. (2020) Two‐way immersion teacher preparation. Foreign Language Annals 53:1, pages 128-148.
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Alexandra Babino & Mary Amanda StewartAlexandra Babino & Mary Amanda Stewart. 2020. Radicalizing Literacies and Languaging. Radicalizing Literacies and Languaging 115 146 .

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