This article examines the ways in which racist structures negatively affect students' social and emotional development and how social-emotional learning (SEL) may be a useful tool to push against racist structures to develop students socially and emotionally. We propose an ecological framework to examine how micro-, meso-, and macro-level…

In this article I introduce a framework that centers indigenous educational sovereignty in university-school partnerships. Developed from collaborative work with Indigenous Maya families who are migrants from Yucatan, Mexico, the framework operates from an understanding that Indigenous parents have knowledge that is important for their children to…

This article addresses the importance of supporting specific language practices of emergent bilingual students in classroom settings that are tied to the development of disciplinary knowledge. The author focuses on explanatory talk support in teaching by contingent responding and encouraging children to make meaning of mathematics concepts and…

In this article, we show how close attention to language throughout a socio-scientific investigation supports upper elementary Arabic-speaking students to learn English while participating in valued disciplinary practices in science. Engagement in reading and writing with a focus on language also enables them to bring critical perspectives to the…

The definitions of "academic language" available to teachers and teacher educators often invoke generalized assumptions about the supposed gap between complex, discipline-specific forms of language and the everyday language of Latina/o/x students. In this article, we advance an alternative hypothesis -- that Latina/o/x students boast…

Although there is now a good deal of research on whether, when, and how to teach Academic Language (AL), we still have a limited understanding of the various ways and reasons we might teach AL to refugee-background students enrolled in U.S. schools--and how to do so without devaluing their existing repertoires, resources, and lived experiences. A…

We utilize positioning theory to analyze language use within two different language program models in elementary language arts classrooms. We explore how the positioning of minoritized languages as valuable facilitates the use of students' home languages in classrooms and allows us to examine the connections between language, identity, and power.…

The Bilingual Education Act was passed in 1968 to address the challenges faced by emerging bilingual students in U.S. schools. Fifty years later, ideologies promoting bilingual education persist with a discourse of "one nation, one territory, one language nationalism." The bilingual and multiple language repertoires necessary for…

In this article we draw on translanguaging theory and notions of strategies and tactics as a way to understand what we refer to as dual languaging in the context of TWDL schooling. We provide examples of dual languaging practices in fourth-grade math and social studies lessons that took place in a Spanish-English TWDL elementary school located in…

This article represents one orientation to postcritical ethnography. Framing research with Burundian children and their teachers in a small city in Appalachia, the author shares the ways postcritical ethnography informed the process and representations of her work. After introducing postcritical ethnography and early beginnings to the research,…

To be literate in the 21st century means much more than learning to read and write; it requires advanced skills like collaboration, critical problem solving, and utilizing multiple sources and means of communication. Learning a language, an aspect of becoming literate, demands that learners not only acquire vocabulary and syntax but also use…

As US classrooms approach a decade of response to No Child Left Behind, many questions and concerns remain around the education of those labeled as English language learners, in mainstream, English as a Second Language, and bilingual education classrooms. A national policy context where standardized tests dominate curriculum and instruction, and…

This article explores the possibilities of a strength-based Response to Intervention (RTI) model for developing and identifying gifted potential. Although much has been written about the promises and challenges of RTI in recent years, the utility of RTI for meeting the needs of gifted learners has not been fully explored. This article seeks to…