Bilingual student perspectives about language expertise in a gentrifying two-way immersion program

“I Look Mexican, So They Assume I Speak Spanish”: Latinx Teacher Candidates’ Experiences With Raciolinguistic Policing

“…Further, echoing Chaparro's (2019) and García–Mateus's (2020) research findings, our study suggests that raciolinguistic ideologies have socialized Latinx TCs into connecting Latinx authenticity to particular varieties of Spanish in ways that overdetermine whether or not they can claim bilingualism or a particular ethnicity. Finally, and similarly to Fallas–Escobar & Treviño (2021), Latinx TCs reported engaging in interactions with listening‐others who have significantly shaped their perceptions of themselves.…”

“…Since its proposal, this raciolinguistic perspective has prompted a series of studies examining the ways in which language and race become co‐constructed and mutually legible across a variety of contexts. The majority of these studies have largely addressed in‐service teachers’ (Flores et al., 2018, 2020; Seltzer & de los Rios, 2018) or students’ (Chaparro, 2019; García–Mateus, 2020; Seltzer, 2019; Sung, 2018; Zarate, 2018) experiences with raciolinguistic ideologies in K–12 (i.e., primary and secondary) public schools. Few studies have been conducted in the context of Latinx TCs’ preparation.…”

Latina/o bilingual teacher candidates’ meaning-making of space and place: Attending to raciolinguistic landscapes in bilingual teacher education

“…whiteness) that can be enacted not only by individuals (white and non-white) but also by institutions, as well as their policies and technologies (Flores and Rosa, 2015). Rosa and Flores's (2017) call prompted important critical research focused on how racially hegemonic modes of perception manifest within US schools via educational policies (Hernández, 2017;Sung, 2018), pedagogical practices (Chavez-Moreno, 2021a;Flores et al, 2018;García-Mateus, 2020), school designations (Flores et al, 2020;Chaparro, 2019;Rosa, 2016), and student interactions (Braden, 2019;Dexter, 2020;Ricklefs, 2021). However, this research has paid little attention to space/place as factors reinscribing raciolinguistic ideologies or ideologies that frame the linguistic practices of racialized individuals as deficient and in need of management (Rosa and Flores, 2017).…”

“There Was Nothing Here”: School Leaders Using Dual Language Bilingual Education Programs as a Formula to Re-Engineer Student Populations for School Turnaround

“…DLBE has become one of a menu of school choice options that is marketed to privileged families, and researchers have documented how these neoliberal framings of bilingual education promoting the instrumental value of multilingualism have contributed to DLBE gentrification (Bernstein et al., 2021; Cervantes-Soon et al., 2021; Kim, 2020; Pearson et al., 2015; Roda, 2018). Researchers have also found that new DLBE programs tend to be located in White, middle-class neighborhoods instead of in the areas in which MLLs reside (Morales & Rao, 2015), and that the gentrification of DLBE programs is intensified in gentrified neighborhoods (Chaparro, 2017; Delavan, Freire, & Valdez, 2021; García-Mateus, 2023; Heiman, 2017).…”