The Language Interaction Snapshot (LISn; Sprachman et al., 2009) was used to measure the quantity and quality of language interactions in English and Spanish in 143 preschool classrooms serving Spanish-speaking dual language learners. Both teachers (n = 112) and assistant teachers (n = 92) were included in analyses with a total of 461…

Teaching for equity with bilingual learners means building on students' linguistic strengths. This critical qualitative self-study explored how pre-service bilingual teachers developed ideology and pedagogy through a structured, holistic approach to writing instruction. Seven bilingual teacher candidates implemented a strategic Transliteracy…

With most elementary dual language bilingual education (DLBE) programs being implemented as strands within schools, tensions related to inequities, unequal distribution of resources, and academic quality and demographic differences often arise. Based on a longitudinal ethnographic study and two interview phases with DLBE and mainstream teachers,…

This paper explores how "transmodalising pedagogy" contributes to equitable STEM literacy education for emergent bilingual learners (EBLs). Attending to the urgent call for serving linguistically and culturally diverse learners in STEM classrooms and informed by the supporting theories and practices of transmodalising pedagogy, this…

This study invited parents in 21 one-way Mandarin Chinese dual immersion programs in Utah to respond to a survey on-line. Five hundred and eighty parents participated in this study. The objectives of the survey study were to learn the parents' reasons for enrollment, their program satisfaction, and whether there was a group difference based on the…

This qualitative case study through Retrospective Miscue Analysis (RMA) investigated the reading process of three Chinese-Mandarin-speaking college English learners (ELs) of varied English language proficiency. In the conversations that occurred during the oral reading of selected texts, the researcher explored students' perceptions about reading…

This study considers the potential for translanguaging to disrupt monolingual ideologies through development of in-service teachers' (ISTs) translanguaging stance. Using discourse analysis, we examined learning outcomes among five ISTs to consider what ideological constraints limited their adoption of a translanguaging stance and how, if at all,…

The Bilingual Education Act (BEA) was a signature piece of legislation and was especially significant as a legislative accomplishment for Latinos and Native Americans as part of the Great Society programs and the Civil Rights Movement of the 1960s. While Senator Ralph Yarborough of Texas and President Lyndon Johnson have historically been credited…

As teacher educators, we continually ask ourselves how to most effectively prepare our teacher candidates with the professional knowledge and critical consciousness to engage in meaningful work with learners who are marginalized by structures of schooling and turbulent mainstream politics. In this article, we discuss our critically conscious…

This qualitative study examined data from 36 teacher candidates and novice teachers to explore their perceptions and understandings of linguistic responsiveness. The findings illustrate the challenge of demonstrating linguistically responsive teaching practices in the early and initial stages of entering the teaching profession, and more research…

Relational professionalism in education is a way of regarding teaching as a profession which privileges relationality, or engaged and connected relationships with the self, with others and one's teaching practice. In this article, I examine a bilingual teacher association who use their annual conference as a vehicle to support and strengthen their…

The researchers explored the benefits, challenges and preferred methods of communication of those who took part in the "¡Guiamos!" online and face-to-face mentoring program. Participants included 21 novice pre-service teachers who served as mentees and 32 experienced educators of English language learners who served as mentors. To…

Culturally relevant pedagogy receives limited attention in many U.S. dual language classrooms. This article focuses on understanding the barriers eight elementary Spanish-English dual language teachers saw as preventing the implementation of culturally relevant pedagogy in their urban classrooms. Employing critical sociocultural theory and drawing…

In this descriptive study the efforts of a faculty to prepare a cohort of pre-service bilingual education teachers to pass a newly adopted state certification test of academic Spanish are presented. The faculty's efforts were aimed at offsetting a low pass rate on this test, but unfortunately efforts fell short. To unpack this outcome, the authors…

This study examined the school memories of a cohort of bilingual pre-service teachers who experienced school as English Learners. As part of a course assignment, participants described a memory from elementary school and later used that memory to reflect on its future impact on their teaching. Data were inductively analyzed, and themes were…