“Research shows that I am here for them”: Acompañamiento as language policy activism in times of TWBE gentrification

Heiman, Daniel; Nuñez-Janes, Mariela

doi:10.1007/s10993-020-09577-7

Cited by 10 publications

(2 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Specifically, teachers could proactively engage in the discourse surrounding equity concerns in TWI, analyze how they may be perpetuating inequities, and attempt to address such issues. At Silverthorne, we saw some missed opportunities to develop critical consciousness (Cervantes-Soon et al, 2017; Heiman & Nuñez-Janes, 2021; Palmer et al, 2019) and ensure equitable experiences for all students.…”

Section: Discussionmentioning

confidence: 99%

How Teachers and Leaders Facilitate Integration in a Two-Way Dual Language Immersion Program

Ayscue

Uzzell

2022

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

Background/Context: Public school enrollment in the United States is becoming increasingly racially and linguistically diverse; however, school segregation continues to intensify across the nation. Within this context, two-way dual language immersion (TWI) programs, which intentionally strive to balance English learners and English speakers, may create a natural opportunity for integration. Research Question: How do teachers and leaders facilitate integrative interactions among students of different racial and linguistic groups in a TWI program? Research Design: This qualitative, holistic, single case study explores the TWI program at Silverthorne Elementary School (pseudonym), a K-5 traditional public school in the southeastern United States. Silverthorne is in a rural community on the outskirts of a large metropolitan area that is a new immigrant destination. At the time of data collection, Silverthorne’s TWI program was in its seventh year of implementation. Participants include 12 teachers, one guidance counselor, and one school leader. We conducted semi-structured individual interviews with all participants, observed eight classrooms, and analyzed supplemental documents. We used inductive coding and ultimately generated four themes to describe how TWI teachers and leaders facilitate integration. Findings: Silverthorne’s TWI program provides an opportunity to facilitate integration among students from different racial and linguistic backgrounds. The nature of these integrative experiences is shaped by the structure of the TWI program, the teachers’ conceptualizations of diversity, the teachers’ pedagogical and curricular decisions, and the school leader’s support of the TWI program. Conclusion: Although teachers and leaders in the Silverthorne TWI program have promoted integration in numerous ways, they also have missed important opportunities to facilitate greater integration. Nonetheless, this TWI program illustrates the potential of TWI to provide opportunities for students from different racial and linguistic backgrounds to learn together in a truly integrated environment. Findings suggest the need for enhanced professional development regarding how to facilitate integration in diverse classrooms as well as future research to understand how, if at all, integration is considered when districts and schools are designing and implementing TWI programs.

show abstract

Section: Discussionmentioning

confidence: 99%

How Teachers and Leaders Facilitate Integration in a Two-Way Dual Language Immersion Program

Ayscue

Uzzell

2022

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

show abstract

“…I kept an ethnographic researcher journal and took a political stance in our conversations, aligning myself with teachers' ongoing critiques of their classroom realities. As much as possible, I positioned myself in acompañamiento (alongside) with my collaborators, following their lead in my classroom visits and acknowledging my privilege and power throughout our collective work (Heiman and Nuñez‐Janes 2021). In humanizing research as a white woman working with four Latina teachers, I also recognize my limited capacity to understand what is or feels humanizing to racially minoritized folx.…”

Section: Collaborative Ethnography and Humanizing Methodsmentioning

confidence: 99%

A Collective Journey: Coalitional Critical Consciousness and Collaborative Methodologies in Bilingual Teacher Education

Snyder

2023

Anthropology & Edu Quarterly

View full text Add to dashboard Cite

This article analyzes critical reflection groups held over the course of a year‐long collaborative ethnography between me as researcher and five novice bilingual teachers. Drawing on feminist theories of emotion as knowledge, I argue that coalitional critical consciousness developed in our meetings through emotional expression and acknowledgment of identity in connection to systems of power. I also explore the affordances of collaborative methods in the formation of collective critique for practicing teachers.

show abstract

“I’ve become what I’m trying to fight…”: classroom language policy navigation and embodied critical consciousness

Snyder

2023

Lang Policy

View full text Add to dashboard Cite

“Research shows that I am here for them”: Acompañamiento as language policy activism in times of TWBE gentrification

Cited by 10 publications

References 35 publications

How Teachers and Leaders Facilitate Integration in a Two-Way Dual Language Immersion Program

How Teachers and Leaders Facilitate Integration in a Two-Way Dual Language Immersion Program

A Collective Journey: Coalitional Critical Consciousness and Collaborative Methodologies in Bilingual Teacher Education

“I’ve become what I’m trying to fight…”: classroom language policy navigation and embodied critical consciousness

Contact Info

Product

Resources

About