TY - JOUR
T1 - Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All
T2 - Proposing a Fourth Fundamental Goal for Two-Way Dual Language Education
AU - Palmer, Deborah K.
AU - Cervantes-Soon, Claudia
AU - Dorner, Lisa
AU - Heiman, Daniel
N1 - Publisher Copyright:
©, Copyright © The College of Education and Human Ecology, The Ohio State University.
PY - 2019/4/3
Y1 - 2019/4/3
N2 - Two-way dual language (TWDL) bilingual education programs share three core goals: academic achievement, bilingualism and biliteracy, and sociocultural competence. This article proposes a fourth core goal: critical consciousness. Although TWDL programs are designed to integrate students from diverse language, culture, and race backgrounds, equity is unfortunately still a challenge in TWDL classrooms and schools. We argue that centering critical consciousness—or fostering among teachers, parents, and children an awareness of the structural oppression that surrounds us and a readiness to take action to correct it—can support increased equity and social justice in TWDL education. We elaborate four elements of critical consciousness: interrogating power, critical listening, historicizing schools, and embracing discomfort. We illustrate these elements with examples from TWDL research and practice. In addition, we describe how critical consciousness impacts and radicalizes the other three core goals, in turn supporting the development of more successful, equitable, and socially just TWDL schools.
AB - Two-way dual language (TWDL) bilingual education programs share three core goals: academic achievement, bilingualism and biliteracy, and sociocultural competence. This article proposes a fourth core goal: critical consciousness. Although TWDL programs are designed to integrate students from diverse language, culture, and race backgrounds, equity is unfortunately still a challenge in TWDL classrooms and schools. We argue that centering critical consciousness—or fostering among teachers, parents, and children an awareness of the structural oppression that surrounds us and a readiness to take action to correct it—can support increased equity and social justice in TWDL education. We elaborate four elements of critical consciousness: interrogating power, critical listening, historicizing schools, and embracing discomfort. We illustrate these elements with examples from TWDL research and practice. In addition, we describe how critical consciousness impacts and radicalizes the other three core goals, in turn supporting the development of more successful, equitable, and socially just TWDL schools.
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U2 - 10.1080/00405841.2019.1569376
DO - 10.1080/00405841.2019.1569376
M3 - Article
AN - SCOPUS:85064613552
SN - 0040-5841
VL - 58
SP - 121
EP - 133
JO - Theory Into Practice
JF - Theory Into Practice
IS - 2
ER -