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Block, Nicholas C. – Bilingual Research Journal, 2023
Measures of 31 Latinx students' attitudes in a Grade 5 Spanish dual language bilingual education (DLBE) program were compared with those of the same students four years prior. Twenty-one mainstream English students comprised a comparison group for the same time period. Some statistically significant changes occurred for students in DLBE related to…
Descriptors: Student Attitudes, Bilingual Education, Elementary School Students, English Language Learners
Domke, Lisa M. – Bilingual Research Journal, 2023
With much focus on English development in United States schools and research, less is known about how bilinguals develop literacy in their home languages without sustained formal instruction. This qualitative study of reading strategies addressed that gap. It examined how young bilinguals used English literacy knowledge gained through formal…
Descriptors: Hispanic American Students, Bilingualism, English (Second Language), Spanish Speaking
Lucía I. Méndez; Dana Bitetti; Jamie Perry – Bilingual Research Journal, 2023
An understanding of cross-cultural differences in narratives, particularly in children from culturally and linguistically diverse backgrounds, can help clinicians and other professionals distinguish narrative differences from impaired narratives. This study describes similarities and differences in micro-and-macrostructural components in the…
Descriptors: Cultural Differences, Story Telling, Kindergarten, Hispanic American Students
Briceño, Allison; Zoeller, Emily – Bilingual Research Journal, 2022
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…
Descriptors: Preservice Teachers, Bilingualism, Teacher Education Programs, Literacy
Domínguez-Fret, Nancy; Oberto, Ellen Evans – Bilingual Research Journal, 2022
In Chicago Public Schools (CPS), Spanish Dual Language (DL) programs are caught up in a school choice paradigm, marketed by schools as special features by which to lure prospective families. Out of concern that this approach does not position schools to serve the full breadth of Latina/o/x students, who possess the social, cultural and linguistic…
Descriptors: Bilingual Education, Critical Race Theory, Spanish, English (Second Language)
Lang, María G.; García, Georgia Earnest – Bilingual Research Journal, 2022
In this ethnographic case study, border theory was used to analyze how a Guatemalan/Mexican student of Indigenous descent confronted borders in a second-grade, Spanish-English dual-language (DL) classroom in the U.S. The student faced structural/institutional borders that affected all the DL participants or Latinx students and social borders…
Descriptors: Grade 2, Indigenous Populations, Elementary School Students, Bilingual Education
Pacheco, Mariana; Chávez-Moreno, Laura – Bilingual Research Journal, 2021
In recent decades, bilingual education policies, programs, pedagogies, and practices have been constrained by neoliberal agendas which have undermined the radical vision of bilingual education as a means toward self-determination that the Chicana/o Movement youth articulated more than 50 years ago. This narrowing of educational possibilities has…
Descriptors: Self Determination, Educational Policy, Teaching Methods, Educational Practices
Abril-Gonzalez, Paty; Shannon, Sheila M. – Bilingual Research Journal, 2021
Understanding identity labels as "jaulas" [cages] and testimonios as theory and method, this article centers bi/multilingual Latinx students' experiences in high school English Language Development (ELD) classes. We present how two teachers, now researchers, built long-term relationships with former elementary school students, affording…
Descriptors: High School Students, Hispanic American Students, English Language Learners, Second Language Instruction
Grosso Richins, Liliana; Hansen-Thomas, Holly; Lozada, Victor; South, Suzan; Stewart, Mary Amanda – Bilingual Research Journal, 2021
This phenomenological study follows an asset-based approach to understand how Latinx families utilize their cultural wealth in their children's education, and how teachers activate families' capitals to support their engagement. Data collected through focus groups reveal that the seven Latinx parents in the study use aspirational capital by…
Descriptors: Hispanic Americans, Cultural Capital, Hispanic American Students, Parent Influence
Esquinca, Alberto; de la Piedra, María Teresa; Herrera-Rocha, Lidia – Bilingual Research Journal, 2021
In this two-year ethnographic study, we explored engineering teaching and learning in fourth-grade, dual language (DL) classrooms. We discuss the biliterate disciplinary practices in these classrooms, examining data (field notes, interviews, artifacts, audio, and video recordings) gathered at a school on the US-Mexico border. Our purpose is to…
Descriptors: Literacy, Bilingualism, Ethnography, Engineering Education
Fallas Escobar, Christian; Treviño, Alejandra – Bilingual Research Journal, 2021
In this interview-based study, we examine two Latina bilingual teacher candidates' accounts of their experiences as Spanish-dominant, Mexican-national bilingual speakers in social and institutional spaces. We analyze their accounts of grappling with circulating language ideologies from a raciolinguistic perspective, using tenets of critical…
Descriptors: Hispanic American Students, Bilingual Teachers, Preservice Teachers, Student Attitudes
Oliveira, Gabrielle; Chang-Bacon, Chris K.; Cho, Eunhye; Baez-Cruz, Maria – Bilingual Research Journal, 2020
As the popularity of two-way immersion (TWI) programs increases across the U.S., recent scholarship has drawn attention to inequities in who benefits from these programs and how they are implemented. These findings have drawn the field's attention to the instrumental part played by particular stakeholders in TWI program implementation. While this…
Descriptors: Immersion Programs, Portuguese, English (Second Language), Second Language Learning
Cioè-Peña, María – Bilingual Research Journal, 2020
While access to bilingual education programs is on the rise, Emergent Bilingual Learners Labeled as Dis/abled (EBLADs) continue to experience English-mostly educational placements. Analysis of interviews with ten Latinx mothers of EBLADs revealed that educators recommended their children be placed in English-only instructional programs to avoid…
Descriptors: Bilingualism, Students with Disabilities, Bilingual Education, Student Placement
Cavazos, Linda O.; Ortiz, Alba A. – Bilingual Research Journal, 2020
In Multi-tiered System of Support (MTSS) and Response to Intervention (RTI) models, the reading achievement of English Learners (ELs) is assessed multiple times during the school year to monitor students' progress toward meeting grade-level reading standards. Most MTSS/RTI frameworks do not include a comparable system for assessing oral language…
Descriptors: Oral Language, Language Tests, Response to Intervention, Personal Narratives
Kangas, Sara E. N. – Bilingual Research Journal, 2020
One of the affordances of the Every Student Succeeds Act (Every Student Succeeds Act. Pub. L. No. 114-95. 161 Stat. 1177(ESSA), 2015) was that it mandated U.S. districts and schools to take a closer look at the academic performance of English learner students with disabilities (ELSWDs), who constitute 14.3% of all English learners (ELs; National…
Descriptors: English Language Learners, Students with Disabilities, Federal Legislation, Educational Legislation