Dual language teachers’ stated barriers to implementation of culturally relevant pedagogy

References

• Alanís, I. (2007). Developing literacy through culturally relevant texts. Social Studies and the Young Learner, 20(1), 29–32.
   Google Scholar
• Alemán, E., Jr., Delgado Bernal, D., & Mendoza, S. (2013). Critical race methodological tensions: Nepantla in our community-based praxis. In M. Lynn & A. Dixson (Eds.), Handbook of critical race theory in education (pp. 325–338). New York, NY: Routledge.
   Google Scholar
• Baker, C. (2011). Foundations of bilingual education and bilingualism. Tonawanda, NY: Multilingual Matters.
   Google Scholar
• Banks, J. A. (2013). Approaches to multicultural curriculum reform. In J. Banks & C. A. M. Banks (Eds.), Multicultural education: Issues and perspectives (pp. 181–199). Hoboken, NJ: Wiley.
   Google Scholar
• Block, N. (2011). The impact of two-way dual-immersion programs on initially English-dominant Latino students’ attitudes. Bilingual Research Journal, 34(2), 125–141. doi:10.1080/15235882.2011.598059
   Google Scholar
• Brown-Jeffy, S., & Cooper, J. E. (2012). Toward a conceptual framework of culturally relevant pedagogy: An overview of the conceptual and theoretical literature. Teacher Education Quarterly, 38(1), 65–84.
   Google Scholar
• Cervantes-Soon, C. G. (2014). A critical look at dual language immersion in the new Latin@ diaspora. Bilingual Research Journal, 37(1), 64–82. doi:10.1080/15235882.2014.893267
   Google Scholar
• Chabram-Dernersesian, A., & De la Torre, A. (2008). Speaking from the body: Latinas on health and culture. Tucson, AZ: University of Arizona Press.
   Google Scholar
• Christian, D., Howard, E. R., & Loeb, M. I. (2000). Bilingualism for all: Two-way immersion education in the United States. Theory Into Practice, 39(4), 258–266. doi:10.1207/s15430421tip3904_9
   Web of Science ®Google Scholar
• Clandinin, D. J., & Connelly, F. M. (1995). Teachers’ professional knowledge landscapes: Secret, sacred, and cover stories. In D. J. Clandinin & F. M. Connelly (Eds.), Teachers’ professional knowledge landscapes (pp. 3–15). New York, NY: Teachers College.
   Google Scholar
• Darder, A. (2012). Culture and power in the classroom: Educational foundations for the schooling of bicultural students. Boulder, CO: Paradigm.
   Google Scholar
• Darling-Hammond, L. (2002). Educating a profession for equitable practice. In L. Darling-Hammond, J. French, & S. P. García-López (Eds.), Learning to teach for social justice (pp. 201–212). New York, NY: Teachers College Press.
   Google Scholar
• De la Torre, A. (2008). Countering the pain that never heals: Pláticas that mend the soul. In A. Chabram-Dernersesian & A. De la Torre (Eds.), Speaking from the body: Latinas on health and culture (pp. 44–56). Tucson, AZ: University of Arizona Press.
   Google Scholar
• Delgado Bernal, D. (2002). Critical race theory, Latino critical theory, and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8(1), 105–126. doi:10.1177/107780040200800107
   Google Scholar
• Delgado Bernal, D., Elenes, C. A., Godinez, F. E., & Villenas, S. (2006). Chicana/Latina education in everyday life: Feminista perspectives on pedagogy and epistemology. Albany, NY: State University of New York Press.
   Google Scholar
• Durden, T. R., & Truscott, D. M. (2013). Critical reflectivity and the development of new culturally relevant teachers. Multicultural Perspectives, 15(2), 73–80. doi:10.1080/15210960.2013.781349
   Google Scholar
• Ebbeck, M., & Baohm, J. (1999). Incorporating multicultural perspectives into teaching approaches. International Journal of Early Childhood, 31(1), 32–39. doi:10.1007/BF03166729
   Google Scholar
• Fennimore, B. S., & Goodwin, A. L. (2011). Promoting social justice for young children. New York, NY: Springer.
   Google Scholar
• Flores, B. B. (2001). Bilingual education teachers’ beliefs and their relation to self-reported practices. Bilingual Research Journal, 25(3), 275–299. doi:10.1080/15235882.2001.10162795
   Google Scholar
• Fox, D. L., & Short, K. G. (2003). Stories matter: The complexity of cultural authenticity in children’s literature. Urbana, IL: National Council of Teachers of English.
   Google Scholar
• Freire, J. A. (2014). Spanish-English dual language teacher beliefs and practices on culturally relevant pedagogy in a collaborative action research process ( Unpublished doctoral dissertation). University of Utah, Salt Lake City, UT.
   Google Scholar
• Freire, P. (2005). Pedagogy of the oppressed. New York, NY: Continuum.
   Google Scholar
• Gándara, P., Maxwell-Jolly, J., & Driscoll, A. (2005). Listening to teachers of English language learners: A survey of California teachers’ challenges, experiences, and professional development needs. Retrieved from http://files.eric.ed.gov/fulltext/ED491701.pdf
   Google Scholar
• Godinez, F. E. (2006). Haciendo que hacer: Braiding cultural knowledge into educational practices and policies. In D. Delgado Bernal, C. A. Elenes, F. E. Godinez, & S. Villenas (Eds.), Chicana/Latina education in everyday life: Feminista perspectives on pedagogy and epistemology (pp. 25–38). Albany, NY: State University of New York Press.
   Google Scholar
• Guajardo, M. A., & Guajardo, F. J. (2008). Two brothers in higher education: Weaving a social fabric for service in academia. In K. P. González & R. V. Padilla (Eds.), Doing the public good: Latina/o scholars engage in civic participation (pp. 60–81). Sterling, VA: Stylus.
   Google Scholar
• Guerrero, M. D., & Guerrero, M. C. (2009). El (sub)desarrollo del español académico entre los maestros bilingües: ¿Una cuestión de poder? Journal of Latinos and Education, 8(1), 55–66. doi:10.1080/15348430802466795
   Google Scholar
• Guerrero, M. D., & Valadez, C. M. (2011). Fostering candidate Spanish language development. In B. B. Flores, R. H. Sheets, & E. R. Clark (Eds.), Teacher preparation for bilingual student populations (pp. 59–72). New York, NY: Routledge.
   Google Scholar
• Haynes Writer, J. (2008). Unmasking, exposing, and confronting: Critical race theory, tribal critical race theory and multicultural education. International Journal of Multicultural Education, 10(2), 1–15. doi:10.18251/ijme.v10i2.137
   Google Scholar
• Hermans, R., Braak, J. V., & Keer, H. V. (2008). Develoment of the beliefs about primary education scale: Distinguishing a developmental and transmissive dimension. Teaching and Teacher Education, 24(1), 127–139. doi:10.1016/j.tate.2006.11.007
   Web of Science ®Google Scholar
• Howard, E. R., & Christian, D. (2002). Two-way immersion 101: Designing and implementing a two-way immersion education program at the elementary level. Santa Cruz, CA: CREDE.
   Google Scholar
• Howard, T. C. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory Into Practice, 42(3), 195–202. doi:10.1207/s15430421tip4203_5
   Web of Science ®Google Scholar
• Huerta, T. (2011). Humanizing pedagogy: Beliefs and practices on the teaching of Latino children. Bilingual Research Journal, 34(1), 38–57. doi:10.1080/15235882.2011.568826
   Google Scholar
• Hyland, N. E. (2009). One white teacher’s struggle for culturally relevant pedagogy: The problem of the community. The New Educator, 5(95), 95–112. doi:10.1080/1547688X.2009.10399567
   Google Scholar
• Hyland, N. E. (2010). Social justice in early childhood classroom: What the research tells us. Young Children, 65(1), 82–87.
   Google Scholar
• Johnson, K. E. (1992). The relationship between teachers’ beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior, 24(1), 83–108.
   Web of Science ®Google Scholar
• Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27, 65–90. doi:10.1207/s15326985ep2701_6
   Web of Science ®Google Scholar
• Kemmis, S., & McTaggart, R. (1988). Action research planner: Doing critical participatory action research. Victoria, Australia: Deakin University Press.
   Google Scholar
• Kennedy, M. M. (1997). The connection between research and practice. Educational Researcher, 26(7), 4–12. doi:10.3102/0013189X026007004
   Google Scholar
• Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Ladson-Billings, G. (2006). Yes, but how do we do it?: Practicing culturally relevant pedagogy. In J. Landsman & C. W. Lewis (Eds.), White teachers/diverse classrooms: A guide to building inclusive schools, promoting high expectations, and eliminating racism (pp. 29–42). New York, NY: Stylus Publishing.
   Google Scholar
• Leonard, J., Napp, C., & Adeleke, S. (2009). The complexities of culturally relevant pedagogy: A case study of two secondary mathematics teachers and their ESOL students. High School Journal, 93(1), 3–22. doi:10.1353/hsj.0.0038
   Google Scholar
• Lewis, C., & Moje, E. B. (2003). Sociocultural perspectives meet critical theories: Producing knowledge through multiple frameworks. International Journal of Learning, 10, 1979–1995.
   Google Scholar
• Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications.
   Google Scholar
• Lynn, M., Johnson, C., & Hassan, K. (1999). Raising the critical consciousness of African American students in Baldwin Hills: A portrait of an exemplary African American male teacher. The Journal of Negro Education, 68(1), 42–53. doi:10.2307/2668208
   Google Scholar
• Lytle, S. L., & Cochran-Smith, M. (1990). Learning from teacher research: A working typology. Teachers College Record, 92(1), 83–103.
   Web of Science ®Google Scholar
• Morrison, K. A., Robbins, H. H., & Rose, D. G. (2008). Operationalizing culturally relevant pedagogy: A synthesis of classroom-based research. Equity & Excellence in Education, 41(4), 433–452. doi:10.1080/10665680802400006
   Google Scholar
• Mumtaz, S. (2000). Factors affecting teachers’ use of information and communications technology: A review of the literature. Journal of Information Technology for Teacher Education, 9(3), 319–342. doi:10.1080/14759390000200096
   Google Scholar
• Nieto, S. (2010). The light in their eyes: Creating multicultural learning communities. New York, NY: Teachers College Press.
   Google Scholar
• Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. doi:10.3102/00346543062003307
   Web of Science ®Google Scholar
• Palmer, D. (2007). A dual immersion strand programme in California: Carrying out the promise of dual language education in an English-dominant context. The International Journal of Bilingual Education and Bilingualism, 10(6), 752–768. doi:10.2167/beb397.0
   Google Scholar
• Petrovic, J. E. (2005). The conservative restoration and neoliberal defenses of bilingual education. Language Policy, 4, 395–416. doi:10.1007/s10993-00502880y
   Google Scholar
• Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15. doi:10.3102/0013189X029001004
   Google Scholar
• Quartz, K. H. (2003). “Too angry to leave”: Supporting new teachers’ commitment to transform urban schools. Journal of Teacher Education, 54(2), 99–111. doi:10.1177/0022487102250284
   Web of Science ®Google Scholar
• Saldaña, J. (2009). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage.
   Google Scholar
• Shannon, S. (2011). Parent engagement and equity in a dual language program. In E. M. Olivos, O. Jiménez-Castellanos, & A. M. Ochoa (Eds.), Bicultural parent engagement: Advocacy and empowerment (pp. 83–102). New York, NY: Teachers College Press.
   Google Scholar
• Thompson, A. (1992). Teachers’ beliefs and conceptions. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127–146). Reston, VA: National Council of Teachers of Mathematics.
   Google Scholar
• Travis, D. B. (1998). Collaborative action research: An ongoing district professional development plan. ERS Spectrum, 16(3), 3–10.
   Google Scholar
• Valdés, G. (1997). Dual-language immersion programs: A cautionary note concerning the education of language-minority students. Harvard Educational Review, 67(3), 391–429. doi:10.17763/haer.67.3.n5q175qp86120948
   Web of Science ®Google Scholar
• Valdez, V. E., Delavan, G., & Freire, J. A. (2016). The marketing of dual language education policy in Utah print media. Educational Policy, 30(6), 849–883. doi:10.1177/0895904814556750
   Web of Science ®Google Scholar
• Valdez, V. E., Freire, J. A., & Delavan, M. G. (2016). The gentrification of dual language education. The Urban Review, 48(4), 601–627. doi:10.1007/s11256-016-0370-0
   Google Scholar
• Varghese, M. M., & Park, C. (2010). Going global: Can dual-language programs save bilingual education? Journal of Latinos and Education, 9(1), 72–80. doi:10.1080/15348430903253092
   Google Scholar
• Zeichner, K. M., & Liston, D. P. (2014). Reflective teaching: An introduction. New York, NY: Routledge.
   Google Scholar