Latinx Students and their Teachers Rompiendo Fronteras sin Miedo

This month we published Transformative Translanguaging Espacios edited by Maite T. Sánchez and Ofelia García. In this post the editors tell us what readers can expect from the book.

Even before you open this book, Transformative Translanguaging Espacios, you will be confronted with the image of Latinx students raising their fists without fear, sin miedo, drawn by Ángela Paredes Montero. The Black Lives Matter movement and the murder of George Floyd, the #metoo movement, and the pause caused by the COVID-19 pandemic have given us the impetus to “lift the veil,” in the words of W.E. du Bois, to reveal the social and cognitive injustices of US language education policies for Latinx students. Sin miedo, and joined mainly by other Latinx scholars and teachers, this book shows how translanguaging spaces in education can weave a different tejido, a weave that is different from the tight knots that institutions have drawn around English and Spanish. The chapters here show how translanguaging spaces in education create openings through which we can view Latinx students and their communities desde adentro, so that from the inside, through their own knowledge system and ways of languaging, we can see their capacidad and inteligencia.

Sin miedo has been at the forefront of our trajectory with this book on the transformative power of translanguaging. Both of us have witnessed how opening up translanguaging spaces is transformative for Latinx students and the teachers who enable it. We bring the experience of CUNY-NYSIEB where Maite was project director and Ofelia was co-principal investigator. But we also have witnessed the refusal of many school leaders to allow their teachers to implement these spaces because they supposedly go against the strict language policies that are said to “benefit” students. We have seen teachers disagreeing with the possibilities of translanguaging pedagogical practices because they themselves were victims of elitist notions of academic standard language and additive bilingualism as separate languages. And we have experienced the fear of state education systems to adopt translanguaging theory and pedagogical practices because they thought that the teachers were just too unprepared, the students too deficient, and they too dependent on federal policies that made them mainly accountable for students’ “standard English.” After many years of trying to work with individual teachers and transform practices one by one, our outrage has enabled us to speak out sin miedo from the perspective of the Latinx students and communities themselves. The death of civil rights leader John Lewis, during the writing of this book, reminded us that it was time to get into “good trouble” – “Speak up, speak out, get in the way.”

Through this book, and thanks to the contributors in this volume, we get in the way of educational institutions that do not put racialized bilingual Latinx students and communities at the center of their efforts. We made a conscious editorial decision to begin the book with chapters that look at how translanguaging pedagogical practices open spaces to disrupt the trends of gentrification that are working against the interests of Latinx communities. That is, we are convinced that translanguaging pedagogical spaces must be foremost of benefit to the Latinx community for its own sociopolitical good. The question raised by Heiman, Cervantes-Soon and Hurie in their chapter – Good para quién? ­– must always be at the forefront of translanguaging pedagogical practices.

We identify and call out educational policies and practices that serve the interest of white dominant communities, families, and students, but that have been camouflaged as good for Latinx communities. The book questions, for example, the logic of the dual language/two-way immersion model that is becoming prevalent as the only way to bilingually educate Latinx students.

We have spent our academic careers working for the benefit of Latinx children and youth and upholding their right to bilingual education. At the same time, we have questioned and been critical of the assumptions that have been made about language, bilingualism, and language education policy. Career-wise, Ofelia is at the end of her academic path; but Maite and many of the other Latinx scholars in this book are moving along a camino that not only questions and disrupts established knowledge, but that also produces new knowledge. This book, in which Latinx theorists, scholars, educators, and students co-exist as agentive beings, reconfigures power and reinvents who can produce knowledge, who can name it, and who can access it.

We have insisted throughout the book that translanguaging is transformative. The chapters show ways in which real teachers and students engage with the transformative power of translanguaging.  Some chapters also envision what needs to happen so that these translanguaging transformative espacios can support the education of Latinx children and youth. The path P’alante with which Maite ends the book includes questions for educators so that they can reflect on ways in which translanguaging in education can be transformative for their own contexts. As Ramón Martínez and his colleagues say, translanguaging may not transform the material inequalities and systemic oppression that racialized bilingual students face, but it is transformative “in the everyday actions of students and their teachers.” The concepts of standard academic language and additive bilingualism that have plagued the education of racialized bilinguals in the US have only succeeded in producing academic failure and creating subjectivities of inferiority. By enabling Latinx communities and their children to become critically conscious of how language and bilingualism operates to produce their domination, translanguaging pedagogical spaces indeed are transformative. We hope that this book brings all of us – scholars, educators, students, communities — along a transformative path, as we take steps sin miedo to center the knowledge system and ways of languaging of Latinx communities in our efforts to enact a more equitable educational system.

Maite Sánchez and Ofelia García

For more information about this book please see our website.

If you found this interesting, you might also like Bilingualism for All? edited by Nelson Flores, Amelia Tseng and Nicholas Subtirelu.

Disability, Language and Mothering

This month we published (M)othering Labeled Children by María Cioè-Peña. In this post the author explains the inspiration behind the book.

I never sought to study mothers. To be honest, mothers were never really a part of my professional circle. Yes, I worked with women who were mothers and I also engaged with my students’ mothers, but I rarely saw mothers as an asset; truth be told, I probably didn’t really see them at all. I remember many of my former students but very few of their mothers – the ones I do remember often tended to be the “squeaky wheel” mothers – the ones who came across as “irrational” and “demanding”.  As an educator, I didn’t really think about mothers, not the way I do now.

To be clear, I thought about parents. As a special education teacher, I had been trained to communicate with parents, to consider their emotional capacities, particularly around disability diagnosis or program placements, as well as their education level when communicating information and interacting with them. I was taught to be a co-conspirator, always working with parents towards more inclusive placements. As a bilingual educator I was trained to be culturally responsive and to consider parents’ cultural identity and language practices when communicating. All of this was under the guise of compliance and rarely under the umbrella of collaborative partnerships. After all, I had been trained to believe that culturally and linguistically diverse families needed teachers like me to advocate for them.

My relationship with parents in many ways took on similar characteristics to my relationships with children in special education – I was a helper to the helpless, a voice for the voiceless, an advocate for the powerless. Thus, my relationship to parents took on the same deficit framing that plagues emergent bilinguals and students labeled as dis/abled. So it makes perfect sense that parents, especially mothers, were outside of the scope of my inquiries. This is not to say that I did not have beautiful and meaningful relationships with mothers. On the contrary, I credit those relationships with my growth both as an educator and as a researcher, but at the time I did not recognize them as a part of my practice, rather I saw them as another feather on my cap; another thing that I did that made me great.

I was really interested in studying the ways in which my teacher training had failed me. I recognized that my teacher training had been an amalgamation of parts (special education training with a bilingual extension or a bilingual education training with a special education extension) and as such had failed to prepare me, and others like me, for the unique challenges that a bilingual special education teacher might encounter. It wasn’t until I did a pilot study centered on teachers that a participant made a claim that shifted my whole perspective. When speaking about changes that had arisen as a result of special education reforms in NYC, changes that encouraged Emergent Bilinguals Labeled As Disableds’ (EBLAD) placement in monolingual English Inclusive Co-Teaching (ICT) classrooms over bilingual self-contained special education settings, she commented that she felt badly for the mothers because they had no say in this transition. The bilingual special education classrooms were closed and students were placed in monolingual ICT classes, and while the children could adjust, the mothers had lost a huge connection to their children’s learning. While in the bilingual special education setting they could encounter a teacher who spoke their home language – that was not true in the monolingual ICT classes.

That comment sat and rattled around my head for weeks and months, until finally I realized that the problem didn’t lie in my training. It originated from the fact that these children were being treated as the sum of their classifications: English language learners, students with disabilities, culturally and linguistically diverse, Latinx, etc. My training was a hodgepodge of programs because the students were being viewed as the sum of their parts rather than as whole. Thus, in order to foreground children as whole, I needed to step out of the classroom and into the home. I needed to center their foremost teacher: their mothers. They are the ones who saw their children as whole first. They are the ones who rooted their children’s differences in a disabilities studies perspective. They are the ones who saw their children’s bilingualism as a linguistic human right central to survival not just capitalism. In order to help EBLADs, I first needed to center mothers’ expertise and experiences.

This book, (M)othering Labeled Children, does just that. It centers mothers, their successes, their struggles (inside and outside of their children’s schooling), their ideologies on disability, language and mothering. In order to see children as whole, we need to see their parents, especially their mothers, as whole first. In doing this work, I have come to better understand myself as a teacher and as a mother. In these women’s testimonios I see my mother, my aunt, and myself. I hope that in reading this book others will see the complexity that is motherhood and the ways in which schools can make this work both easier and significantly more difficult. I hope that this book becomes a step towards a more inclusive school model.

For more information about this book please see our website.

If you found this interesting, you might also like Bilingualism for All? edited by Nelson Flores, Amelia Tseng and Nicholas Subtirelu.

Is Dual Language Education Fulfilling its Purpose?

We recently published Bilingualism for All? edited by Nelson Flores, Amelia Tseng and Nicholas Subtirelu. In this post the editors explain the current issues surrounding dual language education in the US.

Bilingualism is many things to many people. In US schools, some students’ bilingualism is taken as a sign of achievement and an investment in a cosmopolitan future, while other students’ bilingualism is treated as unbridled potential but is more readily seen as a barrier. For example, in an essay titled “How to dismantle elite bilingualism”, Nelson Flores argues that a variety of policy decisions and other factors coalesce to create “classrooms where elite bilinguals are framed as gifted and racialized bilinguals are framed as in need of remediation”. In particular, white students from affluent backgrounds are often celebrated for studying languages like Spanish in school, while bilingual BIPOC students are framed as having “gaps” in their achievement and language abilities.

Both of these ways of seeing students’ bilingualism have contributed to the current boom of dual language programs being offered in elementary and middle schools in the United States. Dual language programs grew by a factor of 10 between 2001 and 2015. Proponents of dual language immersion paint a picture of a classroom environment where everyone wins: students classified as English language learners strengthen their English, and other students get the opportunity to develop proficiency in an additional language, such as Spanish, all while building a multicultural community. This vision of inclusive and progressive education offered by dual language immersion programs is tantalizing. But is it being fulfilled?

The question of whether dual language education is fulfilling its purpose in serving vulnerable populations to the betterment of all is a critical topic. As an example, the city where we live, Washington, D.C., is on the cutting edge of dual language education, with many historic and more recent public and charter schools following a dual-language model. However, schools tend to be overwhelmingly white, leading the Washington Post to ask in 2018, “Are dual-language programs in urban schools a sign of gentrification?” This article highlights the popularity of elite bilingualism and a neoliberal perspective of “language as resource” where bilingual education is a hot commodity for white, middle-class Americans, whose needs and norms then dominate the schools, while racialized bilingual students remain marginalized within the same schools, and they and other racialized children are not able to access the schools and benefit from the programs.

Our new book, Bilingualism for All?, brings together the most recent research on these topics and more, from scholars who use a range of approaches to address educational equity. Their work takes a raciolinguistic perspective to examine the reproduction of racial inequities in classrooms, at the school and community level, and at the level of policy. They examine topics ranging from peer interactions, teaching, parent relationships, and school and district policies. Languages covered include Spanish, Korean, Hebrew, and English; research sites range from California and Utah to New York City and beyond. The book raises new questions, such as bilingual education and equity for disabled students, and engages directly with issues of racism and privilege. With the help of an outstanding group of scholars, our aim is for the book to put its finger on the question of whether dual language education is currently for the betterment of all, or increasingly for a select population that already enjoys many social privileges. It is our hope that the book will resonate not only with scholars, but with educators who may see these themes in their own schools and classrooms, and with future teachers. We believe in bilingual education as a critical support for educational equity and achievement, and in dual language immersion as a powerful and potentially transformative model. However, in order to achieve its potential, dual language education must confront the same structural inequities that permeate our institutions and are at the forefront of national debate.

Amelia Tseng, American University
tseng@american.edu

Nicholas Subtirelu, Georgetown University
Nicholas.Subtirelu@georgetown.edu

For more information about this book please see our website.