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This essay explores the language of social protest in two geographic and diasporic locations in the Caribbean (Puerto Rico and the Dominican Republic) with long and ongoing histories of colonialism and imperialism. We analyze social media and digital mobilizing to examine how, in the midst of social protest, linguistic and semiotic tools indexed historicity, contemporaneity, and futurity through relational strategies that are not just textual and discursive, but also historical, social, and political. Throughout this essay, we share examples of intertextual and interdiscursive strategies that marked particular moments of protest as articulations of historical precedents, imperial and colonial presents, and alternative futures. These examples reveal how collective identities (i.e. el pueblo) are mobilized in social protest to generate counternarratives that address structures and systems rather than locate social critiques in particular individuals and political parties. In shedding light on the intra-Caribbean solidarities that emerge over time, this analysis also points to a need to examine the erasures (Gal and Irvine 2019) performed through claims to unity and collective organizing.

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This article reports on findings from the first year of a professional learning partnership aimed at supporting elementary teachers in improving their writing instruction for emergent bilingual students. Specifically, we present a case study of one fourth grade teacher's writing instruction, exploring how an introduction to a functional approach to teaching argument writing contributed to shifts in practice and in her understanding of effective writing instruction for emergent bilingual students. The research team engaged in two cycles of data collection across 5 months, conducted before and after an introductory seven-hour professional development workshop on systemic functional linguistics (SFL) genre pedagogy, in order to document changes in how the focal teacher was enacting and conceptualizing writing instruction for emergent bilinguals. Findings revealed three central shifts in the teacher's writing instruction: (1) from surface-level genre engagement to exploring functional relationships between genre stages, (2) from assessment-oriented writing instruction to learning activities grounded in authentic purpose and audience, and (3) from general language supports to targeted, contextualized writing scaffolds. This study builds upon existing scholarship by illustrating the potential of (even limited exposure to) SFL genre pedagogy to shift teachers' writing instruction toward