<i>Ciencias bilingües</i>: how dual language teachers cultivate equity in dual language classrooms

Martell, Melissa A. Navarro

doi:10.1080/13670050.2020.1870925

Cited by 6 publications

(2 citation statements)

References 21 publications

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“…While I have been primarily prepared in quantitative methods, I have opted for qualitative investigations in my career para poder elevar las voces de maestres en programs bilingües. In my work, I employ la conciencia crítica (e.g., Darder et al, 2017;Freire, 2000;Navarro Martell, 2021;Valenzuela, 2016). In this study, I follow aspects of critical autoethnography methodologies, como lo presentan Boylorn y Orbe (2016).…”

Section: Method(ología)mentioning

confidence: 99%

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Learning and Teaching en Dos Idiomas: Critical Autoethnography, Translenguaje, y Rechazando English Learner

Martell

2021

AMAE Journal

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Language usage in US K–12 classrooms and beyond continues to be an issue of equity (Navarro Martell, 2021; Palmer et al., 2019). Teachers expect racialized students who appear to be Latinx to know and perform as if their native language is Spanish, mientras a otros se les celebra sus intentos de usar el español; otro idioma colonizador. Some educators know language can be used as a tool to teach content y que muchos adultos translenguamos mientras navegamos espacios profesionales y personales, not because of our lack of mastery of English or Spanish, pero porque tenemos la habilidad y el poder de navegar y vivir en varios idiomas. Entonces, why are many educators determined to force students to use only one language at a time cuando el translanguage es tan común (Martínez et al., 2015)? This essay provides reflections and lessons learned of one immigrant, formerly labeled “English learner,” who was once a fourth and eighth grade math and science dual language teacher. Inspired by critical autoethnography, this manuscript is written by a current math and science bilingual methods teacher educator and supporter of translanguaging in the P–20+ classroom.

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Section: Method(ología)mentioning

confidence: 99%

“…

Language usage in US K-12 classrooms and beyond continues to be an issue of equity (Navarro Martell, 2021;Palmer et al, 2019). Teachers expect racialized students who appear to be Latinx to know and perform as if their native language is Spanish, mientras a otros se les celebra sus intentos de usar el español; otro idioma colonizador.

…”

mentioning

confidence: 99%

Learning and Teaching en Dos Idiomas: Critical Autoethnography, Translenguaje, y Rechazando English Learner

Martell

2021

AMAE Journal

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Translanguaging in US K–12 science and engineering education: A review of the literature through the lens of equity

Grapin,

Ramos Borrego,

Navarro

2024

J Res Sci Teach

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Research on translanguaging in science and engineering education has grown rapidly. Studies carried out across diverse contexts converge in their commitment to fostering equity in science and engineering learning for linguistically marginalized learners. However, the rapid growth of this research area has exposed different approaches to conceptualizing “equity” itself. The purpose of this review of literature was to examine what equity approaches have undergirded research on translanguaging in US K–12 science and engineering education and whether these approaches vary over time and across contexts. We systematically analyzed studies (N = 15) using the four equity approaches articulated in a recent report by the National Academies of Sciences, Engineering, and Medicine (2022). Findings of our review indicate that, while studies aimed at increasing opportunity and access to high‐quality science and engineering learning (Approach 1) and, to a lesser extent, identification and representation with science and engineering (Approach 2) were the two most prevalent equity approaches, studies focused on expanding what constitutes science and engineering (Approach 3) and seeing science and engineering as part of justice movements (Approach 4) were somewhat less common. Furthermore, justice‐oriented approaches to equity (Approaches 3 and 4) were increasingly visible in the literature since 2020 as well as in research carried out in nontraditional educational contexts (e.g., out‐of‐school programs, classes outside of the core school subjects). Based on these findings, we propose the need for future research that (a) explicitly conceptualizes and operationalizes constructs related to equity (e.g., what is meant by “achievement” and how it is measured), (b) examines the possibilities and tensions associated with expanding what constitutes science and engineering in traditional educational contexts, (c) leverages the affordances of multiple STEM subjects for addressing justice issues impacting linguistically marginalized communities, and (d) iterates on the equity approaches themselves.

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Bilingual teacher educators as language policy agents: A critical language policy perspective of the Castañeda v. Pickard case and the bilingual teacher shortage

2022

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Ciencias bilingües: how dual language teachers cultivate equity in dual language classrooms

Cited by 6 publications

References 21 publications

Learning and Teaching en Dos Idiomas: Critical Autoethnography, Translenguaje, y Rechazando English Learner

Learning and Teaching en Dos Idiomas: Critical Autoethnography, Translenguaje, y Rechazando English Learner

Translanguaging in US K–12 science and engineering education: A review of the literature through the lens of equity

Bilingual teacher educators as language policy agents: A critical language policy perspective of the Castañeda v. Pickard case and the bilingual teacher shortage

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