This study explores language ideologies within a multilingual tutoring program. We analyze the perspectives of multilingual university-students (n = 49) who were trained as tutors and paired with high school-aged multilingual learners. The program was designed to reduce educational inequalities by providing students with what we describe as…

We, as multilingual teacher-scholars, had lingering questions about what community programs were doing, operating outside of school contexts, to maintain the bilingualism of racialized, Latinx children in Philadelphia and to resist the monolingual ideologies circulating in US society. To answer those questions, we partnered with a bilingual,…

In this study, we used a quasi-experimental, longitudinal design to examine the English language arts (ELA) and mathematics test scores of emergent bilinguals (EBs) in DLBE 50:50 models versus English as a second language (ESL) models in Indiana over four academic school years. With a focus on the midwestern U.S., we bring attention to a…

In addition to fostering bilingualism and biliteracy for all students, one of the main goals of Two-Way Immersion (TWI) programs is building positive cross-cultural relationships (). This can lead to TWI programs having ambitious goals for the kinds of bridges it can build between students, families, and communities, which is a challenge when the…

This paper explores the identity construction of multilingual and multidialectal middle school students in a semester-long youth participatory action research (YPAR) project. In particular, it moves beyond an emancipatory discourse that views youth identity development from a point of marginalization by drawing on Foucauldian notions of discourse,…

We report on a research project that develops and measures the efficacy of multilingual teaching approaches in the early English foreign language (FL) classroom in Germany. Although there is an abundance of programmatic calls for integrating minority and other languages the students speak in FL teaching, there are few materials and methods for…

Experts in the field have advocated for critical approaches to Spanish heritage language (HL) curricula in which learners' proficiency in the language varieties that they bring from their homes and communities is considered an asset and culturally valuable knowledge. The proposal described here focuses on the adoption of a programmatic…

Teacher leadership has been variously defined but generally understood as expanding teachers' visions beyond their own classrooms. Bilingual education teachers, working with emergent bilingual students in often marginalized situations and contexts, must develop a critical consciousness to embrace leadership identities. This requires engaging in…

The potential of TWI to close the achievement gap for English language learners and to provide both native English speakers and native partner-language speakers with access to a high-quality education with positive academic, language, and sociocultural outcomes is clear. In this article, I argue that the realization of this potential for TWI…