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…

This policy analysis, informed by ethnographic techniques, reviewed 12 Florida school district ESOL policies. A priori coding of these policies was conducted using criteria pulled from the literature on culturally responsive practice (CRP). Subsequent observations and practitioner interviews within two schools from the same district were conducted…

This article investigates the perspectives of seven adolescent Latinx students in relation to being bilingual and bicultural, and to their former K-8 elementary school, which offered a variety of culturally sustaining practices, including campus-wide use of both Spanish and English and a dual language program. Within this qualitative case study,…

In any language education program, there are both commonalities and divergences in the ways in which students negotiate and form their identities. While work on bilingual education has revealed important similarities that students come to share, fewer studies have focused on explaining variation. In this paper, we explore individual differences by…