Citations (46)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (24)
Laura C. Chávez-Moreno. (2023) A Raciolinguistic and Racial Realist Critique of Dual Language’s Racial Integration. Journal of Latinos and Education 22:5, pages 2085-2101.
Read now
Read now
Wenyang Sun & Xinxin Wang. (2023) A raciolinguistic analysis of the neoliberal promotion of dual language education in a new Latinx South state. Discourse: Studies in the Cultural Politics of Education 44:1, pages 61-75.
Read now
Read now
Danlei Chen. (2022) Conceptualising preschool dual-language immersion education at Bobcat Canyon School. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
Read now
Read now
Giselle Martinez Negrette. (2022)
‘You don’t speak Spanish in the cafeteria’: an intersectional analysis of language and social constructions in a kindergarten dual language immersion class. International Journal of Bilingual Education and Bilingualism 25:4, pages 1467-1483.
Read now
Read now
Giselle Martinez Negrette. (2022) Bilingual Ways with Words: Children’s Identity Enactment and Negotiation in a Dual Language Immersion Class. Journal of Language, Identity & Education 0:0, pages 1-16.
Read now
Read now
Gabrielle Oliveira, Mariana Lima Becker & Ahrum Jeon. (2021) Gratidão, gratitude: Brazilian immigrant parents’ perspectives on their children’s bilingual education. Diaspora, Indigenous, and Minority Education 15:1, pages 47-60.
Read now
Read now
Gina Lydia Garza-Reyna. (2019) The academic preparedness of Latino students in dual language and transitional bilingual education programs. Journal of Latinos and Education 18:4, pages 340-348.
Read now
Read now
María E. Fránquiz, María G. Leija & Cinthia S. Salinas. (2019) Challenging Damaging Ideologies: Are Dual Language Education Practices Addressing Learners’ Linguistic Rights?. Theory Into Practice 58:2, pages 134-144.
Read now
Read now
P. Zitlali Morales & Joanna V. Maravilla. (2019) The Problems and Possibilities of Interest Convergence in a Dual Language School. Theory Into Practice 58:2, pages 145-153.
Read now
Read now
Guadalupe Valdés. (2018) Analyzing the curricularization of language in two-way immersion education: Restating two cautionary notes. Bilingual Research Journal 41:4, pages 388-412.
Read now
Read now
Ofelia García & Kenzo K. Sung. (2018) Critically assessing the 1968 Bilingual Education Act at 50 years: Taming tongues and Latinx communities. Bilingual Research Journal 41:4, pages 318-333.
Read now
Read now
Patricia Venegas-Weber. (2018) Teaching and Knowing in Nepantla: “I wanted them to realize that, that is being bilingual.”. International Multilingual Research Journal 12:3, pages 160-172.
Read now
Read now
Daniel Heiman & Michelle Yanes. (2018) Centering the Fourth Pillar in Times of TWBE Gentrification: “Spanish, Love, Content, Not in That Order”. International Multilingual Research Journal 12:3, pages 173-187.
Read now
Read now
Manka M. Varghese & Rachel Snyder. (2018) Critically Examining the Agency and Professional Identity Development of Novice Dual Language Teachers Through Figured Worlds. International Multilingual Research Journal 12:3, pages 145-159.
Read now
Read now
María Teresa (Maite) Sánchez, Ofelia García & Cristian Solorza. (2018) Reframing language allocation policy in dual language bilingual education. Bilingual Research Journal 41:1, pages 37-51.
Read now
Read now
Idalia Nuñez & Deborah Palmer. (2017) Who will be bilingual? A Critical Discourse Analysis of a Spanish-English Bilingual Pair. Critical Inquiry in Language Studies 14:4, pages 294-319.
Read now
Read now
Juan A. Freire, Verónica E. Valdez & M. Garrett Delavan. (2017) The (Dis)inclusion of Latina/o Interests from Utah’s Dual Language Education Boom. Journal of Latinos and Education 16:4, pages 276-289.
Read now
Read now
Meg Burns. (2017) “Compromises that we make”: Whiteness in the dual language context. Bilingual Research Journal 40:4, pages 339-352.
Read now
Read now
Juan A. Freire & Verónica E. Valdez. (2017) Dual language teachers’ stated barriers to implementation of culturally relevant pedagogy. Bilingual Research Journal 40:1, pages 55-69.
Read now
Read now
Alison M. Turner. (2016) Third space openings at a two-way immersion elementary school in North Carolina: Lessons from parent language classes. Bilingual Research Journal 39:2, pages 107-120.
Read now
Read now
Rebecca S. Borden. (2014) The English Only Movement: Revisiting Cultural Hegemony. Multicultural Perspectives 16:4, pages 229-233.
Read now
Read now
Claudia G. Cervantes-Soon. (2014) A Critical Look at Dual Language Immersion in the New Latin@ Diaspora. Bilingual Research Journal 37:1, pages 64-82.
Read now
Read now
Charise Pimentel. (2011) The Color of Language: The Racialized Educational Trajectory of an Emerging Bilingual Student. Journal of Latinos and Education 10:4, pages 335-353.
Read now
Read now
Grace Cornell Gonzales. ‘Ahí fuimos jalando gente’: transnational Latina mothers’ enactments of navigation and resistance in hyper-gentrified dual-language schools. Language and Education 0:0, pages 1-18.
Read now
Read now
Articles from other publishers (22)
Mike Mena. (2023)
Soft linguistic terrorism
: 21st century re-articulations
. Educational Linguistics 2:2, pages 123-144.
Crossref
Crossref
Rachel Snyder Bhansari. (2023) A Collective Journey: Coalitional Critical Consciousness and Collaborative Methodologies in Bilingual Teacher Education. Anthropology & Education Quarterly 54:3, pages 257-277.
Crossref
Crossref
Mariana Lima Becker & Gabrielle Oliveira. (2023) “This is a Very Sensitive Point”: Bilingual Teachers' Interactions with Neo‐Nationalism in a Two‐Way Immersion Program in the United States. TESOL Quarterly 57:3, pages 890-915.
Crossref
Crossref
Nicholas Subtirelu. (2023) Decommodifying Spanish-English bilingualism: aggrieved whiteness and the discursive contestation of language as human capital. International Journal of the Sociology of Language 2023:282, pages 91-117.
Crossref
Crossref
Luis E. Poza, Ofelia García & Óscar Jiménez-Castellanos. (2021) After Castañeda: a glotopolítica perspective and educational dignity paradigm to educate racialized bilinguals. Language Policy 21:3, pages 451-474.
Crossref
Crossref
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.
Crossref
Crossref
Katie A. Bernstein, Adriana Alvarez, Sofía Chaparro & Kathryn I. Henderson. (2021) “We live in the age of choice”: school administrators, school choice policies, and the shaping of dual language bilingual education. Language Policy 20:3, pages 383-412.
Crossref
Crossref
Mike Mena & Ofelia García. (2020) ‘Converse racialization’ and ‘un/marking’ language: The making of a bilingual university in a neoliberal world. Language in Society 50:3, pages 343-364.
Crossref
Crossref
José García. (2019) “Lo que yo en realidad quería hacer”: Rationales of Latina/o DACA Recipients for Pursuing Careers as Teachers. The Urban Review 52:5, pages 830-852.
Crossref
Crossref
Mariana Pacheco & Colleen Hamilton. (2020) Bilanguaging Love: Latina/o/x Bilingual Students’ Subjectivities and Sensitivities in Dual Language Immersion Contexts. TESOL Quarterly 54:3, pages 548-571.
Crossref
Crossref
Kenan Dikilitaş & Simon E. Mumford. (2020) Preschool English teachers gaining bilingual competencies in a monolingual context. System 91, pages 102264.
Crossref
Crossref
Eurydice Bouchereau Bauer, Soria Elizabeth Colomer & Joe Wiemelt. (2018) Biliteracy of African American and Latinx Kindergarten Students in a Dual-Language Program: Understanding Students’ Translanguaging Practices Across Informal Assessments. Urban Education 55:3, pages 331-361.
Crossref
Crossref
Rachel Snyder. (2019) The right to define: analyzing whiteness as a form of property in Washington state bilingual education law. Language Policy 19:1, pages 31-60.
Crossref
Crossref
Kate Menken & Sharon Avni. 2019. Language Politics and Policies. Language Politics and Policies
153
172
.
Christine Hélot & Ofelia García. 2019. The Cambridge Handbook of Language Learning. The Cambridge Handbook of Language Learning
649
672
.
NICHOLAS CLOSE SUBTIRELU, MARGARET BOROWCZYK, RACHEL THORSON HERNÁNDEZ & FRANCESCA VENEZIA. (2019)
Recognizing
Whose
Bilingualism? A Critical Policy Analysis of the Seal of Biliteracy
. The Modern Language Journal 103:2, pages 371-390.
Crossref
Crossref
Laura Beth Kelly. (2016) Interest convergence and hegemony in dual language: Bilingual education, but for whom and why?. Language Policy 17:1, pages 1-21.
Crossref
Crossref
Nelson Flores & Ofelia García. (2017) A Critical Review of Bilingual Education in the United States: From Basements and Pride to Boutiques and Profit. Annual Review of Applied Linguistics 37, pages 14-29.
Crossref
Crossref
Noah Katznelson & Katie A. Bernstein. (2017) Rebranding bilingualism: The shifting discourses of language education policy in California's 2016 election. Linguistics and Education 40, pages 11-26.
Crossref
Crossref
Claudia G. Cervantes-Soon, Lisa Dorner, Deborah Palmer, Dan Heiman, Rebecca Schwerdtfeger & Jinmyung Choi. (2017) Combating Inequalities in Two-Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces. Review of Research in Education 41:1, pages 403-427.
Crossref
Crossref
Stephanie Forman. (2015) Interests and conflicts: exploring the context for early implementation of a dual language policy in one middle school. Language Policy 15:4, pages 433-451.
Crossref
Crossref
Verónica E. Valdez, Garrett Delavan & Juan A. Freire. (2016) The Marketing of Dual Language Education Policy in Utah Print Media. Educational Policy 30:6, pages 849-883.
Crossref
Crossref