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"Le Voy a Adelantar el Camino": Mothers Paving the Way through Linguistic Motherwork in Bilingual Kindergarten Classrooms
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Yalda M. Kaveh; Seda Ozbek-Damar; Sara Rodríguez-Martínez; Valencia Clement; Cory Buckband; Ashley R. Coughlin – American Educational Research Journal, 2025
Grounded in the frameworks of motherwork, linguistic motherwork, and Family Language Policy, this critical ethnographic study examined how a group of mothers supported their children's linguistic and educational development amid shifting school conditions during the COVID-19 pandemic. Although online learning increased their access and positioned…
Descriptors: Mothers, Bilingual Education, Kindergarten, Parent Role
From Compliance to Resistance: Administrator Perspectives on Implementing Structured English Immersion and Dual Language Bilingual Education Programs
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Baca, Evelyn C. – International Journal of Bilingual Education and Bilingualism, 2023
This qualitative case study explored the perspectives of school administrators on implementing structured English immersion (SEI) and dual-language bilingual education (DLBE) programs serving emergent bilingual learners at one urban Arizona elementary school. Using a sociocultural policy perspective, I analyzed findings from a series of interviews…
Descriptors: Compliance (Legal), Professional Autonomy, Administrator Attitudes, State Policy
Does Biliteracy + Mathematical Discourse = Binumerate Development? Language Use in a Middle School Dual-Language Mathematics Classroom
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Rubinstein-Ávila, Eliane; Sox, Amanda A.; Kaplan, Suzanne; McGraw, Rebecca – Urban Education, 2015
Few studies on the role of bilingualism in mathematics classrooms explore the intersection of biliteracy, language use, mathematical discourse, and numeracy--especially at the middle school level. Drawing from biliteracy development theory and reform mathematics education literature, this qualitative case study of a dual-language mathematics…
Descriptors: Qualitative Research, Case Studies, Bilingual Education, Bilingualism
Language Policy, Teacher Beliefs, and Practice: Implications for English Language Learners in Mathematics
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Llamas-Flores, Silvia – ProQuest LLC, 2013
In 2007, Arizona voters passed House Bill (HB) 2064, a law that fundamentally restructured the Structured English Immersion (SEI) program, putting into place a 4-hour English language development (ELD) block for educating English language learners (ELLs). Under this new language policy, ELL students are segregated from their English-speaking peers…
Descriptors: State Legislation, Language Usage, English Language Learners, English Instruction