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Pedagogies of Resistance and Healing: Latinx Dual Language Bilingual Education Teachers Battling Racialized Ideologies of Languagelessness in Arizona Journal of Language, Identity & Education (IF 1.77) Pub Date : 2024-03-14 Yalda M. Kaveh, Alexandria Estrella-Bridges
Language ideologies of Latinx dual language bilingual education (DLBE) teachers have been increasingly examined, but few studies have chosen a race-based analytical approach. This study examines th...
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Becoming “Global” in Higher Education: Positioning and Agency in Young People’s Language Biographies Journal of Language, Identity & Education (IF 1.77) Pub Date : 2024-03-13 Adriana Patiño-Santos, Mireia Trenchs-Parera, Andreana Pastena
This article focuses on the discursive construction of a “global persona” made by undergraduates ending an internationalised degree. By means of two case studies, we analyse their positioning regar...
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Language Brokering Over Time: A Study of Citizenship Becoming Through a Transliteracies Framework Journal of Language, Identity & Education (IF 1.77) Pub Date : 2024-03-13 Lisa M. Dorner, Sujin Kim
This paper integrates theories and research from the fields of transliteracies and language brokering to understand the language and literacy experiences of bilingual youth who grew up in Mexican i...
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The Development of Exceptional EFL Learner Identity: A Narrative Inquiry of Former Gifted Learners Journal of Language, Identity & Education (IF 1.77) Pub Date : 2024-03-12 Hằng Thúy Trần, Hạnh Thị Hoàng
The gifted high schools in Vietnam aim to discover and foster talents through high–stake assessments and intensive training. While the intended impact on the nation’s development is emphasized, the...
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Learner Identity and Investment in EFL, EMI, and ESL Contexts: A Longitudinal Case Study of One Pre-Service Teacher Journal of Language, Identity & Education (IF 1.77) Pub Date : 2024-02-28 Yue Zhang, Jing Huang
When multilingual learners traverse across cross-border and study-abroad contexts, they enter different sociocultural spaces, negotiate conflicting identities, and may or may not invest in these id...
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Educators’ Stancetaking on Standardized English: From Prescriptivist to Critically Conscious and Somewhere In-Between Journal of Language, Identity & Education (IF 1.77) Pub Date : 2024-02-08 Kate T. Anderson, Sara Rodríguez-Martínez, Sae saem Yoon
Building on connections between language, identity, and sociolinguistic power relations, we explore orientations to the concept of “Standardized English” in linguistic autobiographies written by 11...
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Belonging, Conflict and Loss: Learning Ukrainian Online During COVID-19 Journal of Language, Identity & Education (IF 1.77) Pub Date : 2024-02-08 Andrea Sterzuk, Mela Sarkar
This paper draws on findings from a duoethnography of two adult, heritage language learners of Ukrainian who began language learning online during pandemic restrictions. In duoethnography, research...
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Naming Research Participants in Qualitative Language Learning Research: Numbers, Pseudonyms, or Real Names? Journal of Language, Identity & Education (IF 1.77) Pub Date : 2024-01-22 Sixuan Wang, Junjun Muhamad Ramdani, Shuting (Alice) Sun, Priyanka Bose, Xuesong (Andy) Gao
This review article examines how researchers name their study participants and how these naming practices reflect their application of the ethical principles of anonymity and confidentiality in qua...
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Innovating the TESOL Practicum in Teacher Education: Design, Implementation, and Pedagogy in an Era of Change (1st ed.), by Pu, C. and Wright, W. E. Journal of Language, Identity & Education (IF 1.77) Pub Date : 2024-01-16 Renol Aprico Siregar, Fikri Yanda
Published in Journal of Language, Identity & Education (Ahead of Print, 2024)
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Language Learners’ Historical Bodies Directing their Agency in the Digital Wilds Journal of Language, Identity & Education (IF 1.77) Pub Date : 2024-01-18 Elisa Räsänen
Life histories and prior experiences of language learning, called historical bodies, direct language learners’ agency. However, their influence on agency is often underemphasized in the language-le...
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The Education of Arabic Speaking Refugee Children and Young Adults Education, Employment and Social Inclusion, by Maadad, N. & Darmawan, I. G. N. (2022). Journal of Language, Identity & Education (IF 1.77) Pub Date : 2024-01-16 Marjai Afan, Mochamad Munawar Said, Mamnunah
Published in Journal of Language, Identity & Education (Ahead of Print, 2024)
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A Korean Sojourning Multilingual Child’s Diary as Translanguaging Spaces Journal of Language, Identity & Education (IF 1.77) Pub Date : 2024-01-11 Min-Seok Choi
This qualitative case study delves into the diary entries of Jun, a second-grade Korean-English sojourner in the United States, to understand how his translanguaging practices contribute to his tra...
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(Why) See Yourself as Plurilingual: Intercomprehension and Motivation Towards the Learning of LOTEs in Young Learners Journal of Language, Identity & Education (IF 1.77) Pub Date : 2024-01-04 Giovanna Arenare
This mixed-method study explores the motivational mindsets towards the learning of LOTEs of two groups of Italian preadolescents (aged 10–14) after Romance Intercomprehension (RIC) training in a sc...
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Applying Anzalduan Frameworks to Understand Transnational Youth Identities: Bridging Culture, Language, and Schooling at the US-Mexican Border, by Kasun, G. S. & Mora-Pablo, I. (Eds.). (2022). Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-12-19 Genevie C. Rodríguez-Quiñones
Published in Journal of Language, Identity & Education (Ahead of Print, 2023)
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What Motivates Multilingual Children and Youth to Read? A Systematic Review of the Research Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-12-12 Sara A. Smith, Elizabeth Hadley, Ester García Plaza
Children’s desire to read plays a crucial role in becoming a skilled reader, however, less research has examined the experiences of multilingual children. The current study reviewed the peer-review...
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Learning Chinese in a Multilingual Space: An Ecological Perspective on Studying Abroad, by Tong, P. & Tsung, L. (2022). Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-12-04 Min Xie, Wen Li
Published in Journal of Language, Identity & Education (Ahead of Print, 2023)
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Teaching Translanguaging in an English-Only Teacher-Preparation Program: Perspectives and Positions of Teacher Candidates Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-12-01 Armando Garza Ayala
Translanguaging as a pedagogical approach has disrupted traditional ways of teaching multilingual students. As such, it is common that translanguaging pedagogies are received with resistance in mai...
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Coping with Teacher Professional Identity Tensions: Using TPACK During Global Crisis Time Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-11-28 Jawad Golzar, Toufiq Sarwarzada, Mir Abdullah Miri
Sudden teachers’ transition to an online context has remarkably influenced their professional identity construction. However, little is known about the tensions English Language Teachers (ELTs) exp...
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Border-Crossings, Family, Friends, and Education: Pacific Islander Girls in Hawai‘i Writing their Lives Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-11-29 Priscila Leal, Betsy Gilliland
This study examines the writing of adolescent Pacific Islander girls who, during a community-based workshop, drafted statements of purpose (SOP) for scholarship applications. Pacific Islander migra...
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“Puke” in English and Māori: Post-Translanguaging, Post-Unit-Thinking, and Not “Losing Te Reo Māori” in Aotearoa/New Zealand Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-11-29 Neriko Musha Doerr
How do you read the word “Puke?” It depends on what language you assign to the word—Te Reo Māori or English. This article discusses this politics of “assigning language” and what epistemological an...
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Collaborative Complaints, Alignment, and Identity Positioning During Teacher-Mentor Post-Observation Meetings Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-11-29 Carlo Cinaglia
Post-observation meetings are shown to be important contexts for language teacher identity development. Studies examining post-observation discourse have observed teachers negotiating identities as...
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Native-Speakerness, Gender, Race, and Age: The Negotiation of Language and (Imagined) Identities by Learners of Japanese at an Australian University Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-11-27 Maki Yoshida
This study explores how three multilingual learners of Japanese as a second language (L2) at an Australian university negotiate their language and (imagined) identities in relation to their L2 lear...
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Understanding Culturally Sustaining Practices Through the Lens of Chinese Immigrant Families in the United States Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-11-27 Shuling Yang, Natalia A. Ward, Emily Hayden
Discourse during the COVID-19 pandemic re-exposed racist tropes about Asian Americans, with verbal and physical attacks on people of AAPI heritage. There is much to learn about the people and cultu...
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Schooling of Refugee Students from Ukraine in Austria and Its Risk for Creating Educational Inequity Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-11-27 Flora Woltran, Sepideh Hassani, Susanne Schwab
Due to the unexpected outbreak of war in Ukraine and the resulting forced migration, access to education became an immediate priority for refugee children and youth. Against this backdrop, this stu...
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Professional Identities of Local Japanese Teachers of English (JTEs) Vis-à-Vis their Foreign Assistant Language Teachers (ALTs) Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-11-21 Takaaki Hiratsuka
The team-teaching approach between local language teachers (non-native English-speaking teachers: NNESTs) and foreign language teachers (native English-speaking teachers: NESTs) has been implemente...
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Intergenerational Affect, Language Trauma, and Pride: Young Māori Men’s Emotional Experiences of Te Reo Māori Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-11-21 Logan Hamley
Indigenous peoples face specific challenges to the revitalisation of our heritage languages. I explore the role of emotions and socio-cultural contexts in shaping how young Māori men engage with te...
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The Viability of Doctoral Thesis and Oral Exams in Student’s Native Language Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-11-15 Amrita Kaur, Vijay Kumar Mallan, Mohammad Noman
The issue of English being the lingua franca in transnational higher education remains a debate, especially regarding fairness in doctoral examinations. The current study builds upon a recent publi...
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Spanish So White: Conversations on the Inconvenient Racism of a ‘Foreign’ Language Education, by Schwartz, A. (2023). Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-11-10 Benjamin Puterbaugh
Published in Journal of Language, Identity & Education (Ahead of Print, 2023)
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Activating Linguistic and Cultural Diversity in the Language Classroom (Vol. 55), by Piccardo, E., Lawrence, G., Germain-Rutherford, A., & Galante, A. (2022). Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-11-10 Hongbo Song, Yue Wang
Published in Journal of Language, Identity & Education (Ahead of Print, 2023)
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English Learner as an Intersectional Identity Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-11-08 Yasuko Kanno, Sara E. N. Kangas
English learners’ (ELs’) opportunity gap in U.S. K–12 schools is well known. While many of us in the field of applied linguistics are committed to achieving greater parity for ELs, the field as a w...
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Individual Language Policy: Bilingual Youth in Vietnam, by Nguyen, T. T. T. (2022). Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-11-07 Yetunde S. Alabede
Published in Journal of Language, Identity & Education (Ahead of Print, 2023)
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Playground Learning: African American English in Latinx Linguistic Repertoires Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-10-27 Amelia Tseng
This case study applies a raciomultilingual perspective to pre-adolescent language socialization in a majority-African American social and educational context. I examine naturalistic recordings of ...
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Investment, Chinese Language Learning and Imagined Identities: A Case Study of African International Students in China Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-10-24 Wen XU, Jiani Ma, Pin Zhou
This article challenges the current framing of English as a dominant global language and focuses specifically on African international students’ investment in Chinese language learning and the enac...
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“We are Not All Named Maria”: Building Transnational Identities in a United States International Baccalaureate High School Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-10-24 Audrey Lucero, Bobbie Bermúdez, Maggie R. Mitteis
In this study, we use discursive analytic tools to understand how transnational high school students in one suburban high school in the United States Pacific Northwest describe their social and aca...
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Teachers’ Awareness and Management of the Social, Cultural, and Political Indexicalities of Translanguaging Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-10-18 Anna Mendoza, Jiaen Ou, Shakina Rajendram, Andrew Coombs
Translanguaging scholars have debated whether dismantling boundaries between “named” languages is necessary for social justice in education. To explore this issue, we examined teachers’ reported us...
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The Interactional Organisation of Co-Teaching in Language Educational Settings: The Case of Mandarin Language Teaching in Scotland Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-10-18 Florence Bonacina-Pugh, Hao Zhang
Co-teaching is a common feature of language education in schools. It usually involves two adults holding different sets of expertise and working jointly with the same group of learners. Despite the...
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Plurilingual Identity Positioning of Newcomer Children with Emerging Print Literacy Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-10-17 Katie Brubacher
The participants in this study are newcomer students in Grades 4 to 6 who arrived in elementary schools with emerging print literacy not having had the right to learn to read and write before migra...
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Adapting the Verbal-Guise Technique: A STEM-Focused U.S. Campus Community’s Attitudes Toward Nonnative Englishes Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-09-29 Sarah E. Hercula, Jessica L. Cundiff
This study evaluates attitudes toward nonnative Englishes among students, faculty, and staff at a STEM-focused U.S. university. The study utilizes the verbal-guise technique: Participants listened ...
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“Teníamos Hilo, Teníamos Tela, y Hacíamos Cosas”: Translingual Writing and Making in an Intergenerational Library Workshop Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-08-29 Emily Machado, Grace Cornell Gonzales, Lauren Plitkins
ABSTRACT This study explores the translingual writing and making practices of bilingual mothers and their children in a library-based storytelling workshop, where writing and language were positioned as two of many materials that could be used to share stories. Situating this work within literature that positions libraries as “pockets of hope” for Latinx families and drawing on qualitative case study
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“Too Much Earthquakes!”: Imagined Transnationalism and Heritage Language Development Trajectories Two Generations After Exile Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-08-28 Ava Becker
ABSTRACT International travel is still commonly touted as one of the most effective tools for language learning, yet it remains an elusive activity for those without a certain amount of economic or legal privilege. Although physical return to the home country is not always possible for refugees and their families—even one or more generation after arrival—imagined forms of travel, or ”imagined transnationalism
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To Transform or Not to Transform? Understanding the Digital Literacies of Rural Lower-Class EFL Learners Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-07-24 Guangxiang Liu
ABSTRACT This case study builds on Bourdieu’s theory of practice to explore the ways in which two rural lower-class EFL learners—Andy and Xu—developed contrasting digital literacy trajectories in non-instructional and naturalistic settings. This study also seeks to examine how different online literacy trajectories impact rural lower-class students’ struggles to claim the right to speak across time
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Adapting Participatory Rank Methodology: From Public Health to Educational Research Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-07-21 María Cioè-Peña
ABSTRACT Within educational research, qualitative data offers unique opportunities to contextualize findings that arise from large-scale quantitative data collection processes. Still, to date, most educational research is based on researchers’ determination of what is important, not the participants’. Participatory Rank Methodology (PRM) is a mixed-methods, public health methodology applied during
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Introduction to the Special Issue Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-07-05 Jessie Hutchison Curtis, Qianqian Zhang-Wu, Chris K. Chang-Bacon
Published in Journal of Language, Identity & Education (Vol. 22, No. 4, 2023)
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Pedagogical Coaching as Identity Work: Cultivating and Negotiating ESL Teacher Narrative Identities Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-06-23 Brandon J. Sherman, Annela Teemant
ABSTRACT Language teacher learning and professional identity can be understood as intertwined. Radical changes in practice entail changes in how teachers understand themselves. Thus, narratives of identity should be considered a significant concern of professional learning. Employing a narrative conception of identity, we argue that narrative identity work is a valuable channel for mediating and supporting
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Intersectional Perspectives on LGBTQ+ Issues in Modern Language Teaching and Learning, by Paiz, J. M. & Coda, J. E. Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-06-22 Reviewed by Frida Akmalia
Published in Journal of Language, Identity & Education (Vol. 23, No. 2, 2024)
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The Influence of the L3 on In-Service Teachers’ Beliefs About Language Teaching Approaches and Multilingualism Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-06-15 Mikel Gartziarena, Jon Altuna
ABSTRACT This quantitative research focuses on exploring and describing the beliefs of 418 in-service teachers on language teaching approaches and multilingualism in the South of the Basque Country. The findings report key factors and features of multilingual education in the region where Basque (minority language), Spanish (majority language), English (first foreign language) and French (second foreign
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Centering Latina/o Bilingual Teacher Candidates’ Experiences with Marginalizing Figures of Personhood Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-06-12 Christian Fallas-Escobar
ABSTRACT This article examines 17 Latina/o bilingual teacher candidates’ experiences with ideologies conflating racialized bodies with linguistic deficiency: raciolinguistic ideologies. Drawing on data from a one-year critical ethnography conducted at a Hispanic-serving institution in Southwest Texas, this article analyzes these teacher candidates’ encounters with spontaneous, implicit/explicit ideological
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Developing Teacher Critical Language Awareness Through Narrative (Funds of) Knowledging Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-06-06 Meredith McConnochie, Eileen M. González
ABSTRACT This paper examines how in-service teachers enrolled in an MA in TESOL program demonstrated critical language awareness (CLA) as they designed and implemented ethnographic action research projects anchored in funds of knowledge. The action research project aimed to introduce teachers to school-based ethnographic research and to provide an opportunity to incorporate community funds of knowledge
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Low, E. L. & Pakir, A. (Eds.). (2022). English in East and South Asia: Policy, Features and Language in Use Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-06-01 Reviewed by Zhihong Wang
Published in Journal of Language, Identity & Education (Vol. 23, No. 2, 2024)
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Translanguaging and Transformative Teaching for Emergent Bilingual Students: Lessons from the CUNY-NYSIEB Project, edited by City University of New York-New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB). (2021). Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-05-10 William Fox, María Guzmán Antelo
Published in Journal of Language, Identity & Education (Vol. 22, No. 4, 2023)
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Supporting Asian American Multilingual College Students Through Critical Language Awareness Programming Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-05-08 Paul McPherron, Linh An
ABSTRACT Critical language awareness (CLA) encourages teachers and students to examine language as social practice and reflect on ideologies and power dynamics embedded within language use. In this article, the authors—both instructors in an Asian American Native American Pacific Islander Serving Institution (AANAPISI) federal grant project at a university in New York City—describe how we integrated
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Monolingual Momentum: The Limits of Critical Language Awareness in a Hybrid Science Learning Environment Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-05-08 Alexis A. Rutt, Chris K. Chang-Bacon
ABSTRACT Among inequities faced by multilingual learners, engagement in science education is one of the most persistent. Research suggests leveraging students’ full multilingual repertoires in science education can help address this gap. However, pervasive monolingual norms in schooling may impede multilingual engagement, impacting students’ multilingual identities and self-perceptions as science learners
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Critical Multilingual Language Awareness: Reflections on a YPAR Program in Teacher Education Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-05-01 Shuang Fu, Ruth Harman, Yamileth Aubain
ABSTRACT This paper examines how two language educators of color developed critical multilingual language awareness (CMLA) in a combined youth participatory action research and teacher education program. Specifically, as a multilingual and diverse group of educators, we chose to use Latin@/o Critical Theory (LatCrit) as our methodology to align with the epistemological framework of YPAR. By sharing
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Exploring the Role of Professional Learning Community in EFL Student-Teachers’ Imagined Identity Development Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-04-27 Hussein Meihami
ABSTRACT Developing teachers’ imagined identity, which refers to the ideal self as a professional based on virtual relationships between self and others, is essential to help teachers with future teaching practices. Drawing on Activity Theory, this study aimed to explore the role of the Professional Learning Community (PLC) in developing 12 Iranian EFL student-teachers’ imagined identity. Following
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Raising Critical Language Awareness in a Translanguaging-Infused Teacher Education Course: Opportunities and Challenges Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-04-25 Qianqian Zhang-Wu, Zhongfeng Tian
ABSTRACT In this classroom-based qualitative study, we examine how a small group of content area teacher candidates developed emerging critical language awareness (CLA) during one graduate-level translanguaging-infused teacher education course on multilingual theories and practices. The findings point out the potential of translanguaging in prompting spontaneous reflections on pre-service teachers’
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“Their Yoruba Was Pure. It Was Archaic, It Was Native”: Racioreligious Linguistic Ideologies in (Re)constructing Ritual, Language and Identity Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-04-19 Adrienne Ronee Washington
ABSTRACT This research proposes racioreligious linguistic ideologies to conceptualize systems of belief that conflate categories of language, spirituality, and peoplehood, with implications for contemporary education. While theories on the semiotics of race (raciosemiotics) and on the interplay of language and race (raciolinguistics) are positioned well to understand how multiple identities co-craft
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Language Attitudes as Insights into Indigenous Language Shift and Maintenance Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-03-20 Grace A. Gomashie
ABSTRACT This study explores language shift and maintenance of Indigenous languages in bilingual contact situations. It specifically examines how factors such as language attitudes favour and deter the use, maintenance and transmission of Nahuatl. Data on language attitudes were collected by means of interviews which covered the linguistic background, language use, language significance, language shift
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Learning English for Faith Work: The Australian Experience of Non-Anglophone Catholic Missionaries Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-03-08 Pia Patricia P. Tenedero
ABSTRACT The Catholic Church is the oldest religious institution in the West and the biggest Christian denomination in Australia. Its success is partly due to its sustained efforts to supply missionaries across the globe. While the traditional missionary paradigm involved Europe-born religious workers being sent to colonies, this flow has been reversed in recent years. Increasingly, priests from the
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Do Bi/Multilingual Learners Play by the Rules of the Game? A Postmodern Approach to L1/L2 Use and Learner Investment Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-03-10 Büşra Müge Özdil, Naciye Kunt
ABSTRACT The concomitant relationship among language, identity and power has been intimately connected to the ELT world. The bi/multilingual learner identity negotiation has been viewed as a site of struggle from a postmodernist perspective. To this end, learners’ existing capital in relation to their involvement in new capital is a significant issue in educational inquiries. In this narrative inquiry
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Whose Bilingualism Counts? Juxtaposing the Sanctioned and Subaltern Languaging of Two Dual Language Teachers Journal of Language, Identity & Education (IF 1.77) Pub Date : 2023-02-10 Alexandra Babino, Mary Amanda (Mandy) Stewart
ABSTRACT As bilingual scholarship increasingly examines who counts in bilingual education, we join the conversation by exploring how two DLBE teachers’ languaging is often marginalized, even in bilingual education contexts. In this comparative case study, we draw from the testimonios of two differently racialized DLBE teachers (one of Mexican and one Persian heritage) in the U.S. to answer the research