Appropriateness-based models of language learning and teaching are rooted in a pervasive neocolonial agenda informed by Eurocentric epistemologies of "standard" or "academic" language (Flores & Rosa, 2015). In examining the normalized limitations of a language program through a raciolinguistic lens, we can better comprehend…

Teacher-led initiatives built upon relationships, moral purpose, and a commitment to act have the potential to bring about change in twenty-first century schools. In order to implement and sustain change, teachers must collaborate with diverse colleagues and members of the school community. Intergroup communication across cultural and linguistic…

In Fall 2016, bilingual specialists were hired in the Austin Independent School District to provide support to campuses implementing the re-designed dual language program. This report summarizes the services provided by these specialists to administrators, campus staff, and teachers in Fall 2016.

At San Diego State University, the training program for bilingual education teachers was developed to systematically accommodate changing needs in education, particularly the needs to educate students with academic proficiency in both Spanish and English and to have a multicultural perspective. The emerging teacher education model empowers…

One segment of a three-year study to examine the relationship between first- and second-language acquisition in light of instructional practices is presented. The study's major focus is the development of literacy skills, including school-related language forms as well as reading and writing, and in this segment, the services delivered to language…