Two‐way bilingual education (TWBE) is guided by three traditional goals: academic achievement, bilingualism/biliteracy, and sociocultural competence. The rapid growth, whitening, and gentrification of TWBE programs have prompted a call for an extension of the three traditional goals to include a fourth one: critical consciousness. This critical ethnography examines how the author and a fifth‐grade TWBE teacher prioritized this fourth goal in the curriculum by positioning gentrification processes impacting the school and community as a generative theme.

中文翻译：

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“那么，绅士化是好是坏？”：一位老师在她的TWBE课堂上实现了第四个目标

双向双语教育（TWBE）遵循三个传统目标：学术成就，双语能力/能力和社会文化能力。TWBE计划的快速增长，美白和高档化促使人们呼吁将三个传统目标扩展到第四个目标：批判意识。这种批判的人种志方法研究作者和五年级TWBE老师如何通过将影响学校和社区的中产化过程定位为生成主题来优先考虑课程中的第四个目标。