While language education programs were created with an equity stance in mind--with the goals of increasing access and facilitating academic success for ethnically and linguistically marginalized students--the larger educational context has compromised access for multiply marginalized students. Recognizing a need for more complex understandings of…

This qualitative study examines strategies used by children in a kindergarten dual language immersion (DLI) class, when enacting and negotiating intersecting social constructions such as ethnicity, social class, and bilingualism. Drawing on data collected during the 2017-2018 academic year, this paper uses an intersectional lens to describe the…

In this book dialogue is used as a research, knowledge-sharing and community-building tool in which participants engage with each other in reflecting upon the perspectives of self and others: challenging, complementing and contradicting each other as critical peers. The book aims to be an enactment of sociological reimagination, as a way to…

The powerful undercurrents and rooted presence of coloniality continue to influence the field of English language teaching today (Kubota, 2016). Motha (2014) argues that our field in its historicity and embedded colonial lineage is inherently intertwined with notions of race and power. The language of the colonized is considered by the colonizers…

Perspectives from educators and students elucidate how systemic language discrimination and oppression (i.e., linguicism) are perpetuated in the New York education system, even though it has one of the most comprehensive approaches to supporting multilingual students in the nation (Sugarman, 2016). The legacy of teaching English as a colonizing…

In this exploratory study, we adopt corpus linguistic methods to quantify, contextualize and investigate race in translingual scholarship in US writing and rhetoric studies over the past decade. Results indicate that while race is mentioned minimally in the corpus, in instances where it is mentioned many scholars pay attention to…