Pausing to witness latinx siblings’ relations in an elementary bilingual program

References

• Alvarado, J. 2022. What Counts as Family Engagement in Schools? Raced, Classed, and Linguicized Relations Between Families and a Two-Way Dual Language Bilingual Program. Boston, MA: Boston College. http://hdl.handle.net/2345/bc-ir:109472
   Google Scholar
• Alvarado, J. (Forthcoming). Protecting, learning, and connecting: A portrait de una familia in a bilingual program. Bilingual Review/Revista Bilingüe.
   Google Scholar
• Bettencourt, G. M. (2020). Embracing problems, processes, and contact zones: Using youth participatory action research to challenge adultism. Action Research, 18(2), 153–170. https://doi.org/10.1177/1476750318789475
   Web of Science ®Google Scholar
• Clay, K. L., & Turner, D. C., III. (2021). “Maybe you should try it this way instead”: Youth activism amid managerialist subterfuge. American Educational Research Journal, 58(2), 386–419. https://doi.org/10.3102/0002831221993476
   Web of Science ®Google Scholar
• de Los Ríos, C. V., & Portillo, Y. (2021). “Hay que cantar con ternura”: Baladas románticas as a site for translingual youth convivencia. Literacy Research: Theory, Method, & Practice, 70(1), 213–230. https://doi.org/10.1177/23813377211024623
   Google Scholar
• Dillard, C. B. (2019). To experience joy: Musings on endarkened feminisms, friendship, and scholarship. International Journal of Qualitative Studies in Education, 32(2), 112–117. https://doi.org/10.1080/09518398.2018.1533149
   Web of Science ®Google Scholar
• España, C., & Herrera, L. Y. (2020). En comunidad: Lessons for centering the voices and experiences of bilingual latinx students. Heinemann.
   Google Scholar
• Flores, N., Phuong, J., & Venegas, K. M. (2020). “Technically an EL”: The production of raciolinguistic categories in a dual language school. TESOL Quarterly, 54(3), 629–651. https://doi.org/10.1002/tesq.577
   Web of Science ®Google Scholar
• García, O., & Solorza, C. R. (2021). Academic language and the minoritization of US bilingual latinx students. Language and Education, 35(6), 505–521. https://doi.org/10.1080/09500782.2020.1825476
   Web of Science ®Google Scholar
• Karunwi, E. (2022). Growing with BSS: A manual for Emmanuel. In K. Rodela & M. Bertrand (Eds.), Centering youth, family, and community in school leadership: Case studies for educational equity and justice (pp. 62–65). Routledge. https://doi.org/10.4324/9781003184393-7
   Google Scholar
• Ladson-Billings, G. (2021). I’m here for the hard re-set: Post pandemic pedagogy to preserve our culture. Equity & Excellence in Education, 54(1), 68–78. https://doi.org/10.1080/10665684.2020.1863883
   Web of Science ®Google Scholar
• Martínez, R. A. (2018). Beyond the English Learner label: Recognizing the richness of bi/multilingual students’ linguistic repertoires. The Reading Teacher, 71(5), 515–522. https://doi.org/10.1002/trtr.1679
   Web of Science ®Google Scholar
• Mena, M., & García, O. (2021). ‘Converse racialization’and ‘un/marking’language: The making of a bilingual university in a neoliberal world. Language in Society, 50(3), 343–364. https://doi.org/10.1017/S0047404520000330
   Web of Science ®Google Scholar
• Moraga, C., & Anzaldúa, G. (1981). This bridge called my back: Writings by radical women of color. Kitchen Table Press.
   Google Scholar
• Nuñez, I. (2023). Toward border‐crossing biliteracies: Pláticas of midwest transnational Latinx families reading and (re) writing the world. Reading Research Quarterly. https://doi.org/10.1002/rrq.512
   Web of Science ®Google Scholar
• Orellana, M. F., & García, O. (2014). Language brokering and translanguaging in school. Language Arts, 91(5), 386.
   Google Scholar
• Orellana, M. F., Reynolds, J., Dorner, L., & Meza, M. (2003). In other words: Translating or “para‐phrasing” as a family literacy practice in immigrant households. Reading Research Quarterly, 38(1), 12–34. https://doi.org/10.1598/RRQ.38.1.2
   Web of Science ®Google Scholar
• Patel, L. (2016). Decolonizing educational research: From ownership to answerability. Routledge. https://doi.org/10.4324/9781315658551
   Google Scholar
• Poza, L. E. (2018). The language of ciencia: Translanguaging and learning in a bilingual science classroom. International Journal of Bilingual Education and Bilingualism, 21(1), 1–19. https://doi.org/10.1080/13670050.2015.1125849
   Web of Science ®Google Scholar
• Rodela, K. C., & Bertrand, M (Eds.). (2022). Centering youth, family, and community in school leadership: Case studies for educational equity and justice. Routledge https://doi.org/10.4324/9781003184393.
   Google Scholar
• Rodela Duncan, R. (2022). Centering youth, family, and community in school leadership: Case studies for educational equity and justice. (K. Rodela & M. Bertrand, Eds.), Routledge. https://doi.org/10.4324/9781003184393-6
   Google Scholar
• Rosa, J. D. (2016). Standardization, racialization, languagelessness: Raciolinguistic ideologies across communicative contexts. Journal of Linguistic Anthropology, 26(2), 162–183. https://doi.org/10.1111/jola.12116
   Web of Science ®Google Scholar
• Sánchez, M. T., & García, O. (Eds.). 2021. Transformative translanguaging espacios: Latinx students and their teachers rompiendo fronteras sin miedo (Vol. 133). https://doi.org/10.21832/9781788926065
   Google Scholar
• Walker, A. (1992). Possessing the secret of joy. Harcourt Brace Jovanovich.
   Google Scholar
• Zaino, K. (2021). Teaching in the service of fugitive learning. # CritEdpol: Journal of Critical Education Policy Studies at Swarthmore College, 3(1), 64–80. https://doi.org/10.24968/2473-912X.3.1.5
   Google Scholar