This multimodal critical discourse analysis is part of a larger equity audit of how the websites
of 11 of the largest US school districts discussed access to dual language bilingual …

Drawing on a LangCrit perspective conscious of overlapping (or intersectional) processes of
privilege and marginalization, we used a QuantCrit-informed critical discourse analysis to …

Using the theoretical framework of interest convergence, this document analysis explores
the legacy of Lau v. Nichols as a gateway to instructional programs for classified English …

Integration is a defining feature of two-way bilingual education (TWBE), yet the integrative
dimension of TWBE has received relatively little attention. Over time, scholars have raised …

Purpose: Building on research in educational leadership, dual language leadership, and
leader identity development, this study examines how principals of schools with dual …

Multiple conceptualizations of sociocultural competence, coupled with the elevation of
issues related to social justice and the promotion of equitable practices in DLBE programs …

Background/Context: As dual language bilingual education (DLBE) programs expand
nationwide, parental feedback becomes crucial in evaluating their effectiveness and …

California has witnessed substantial growth in multilingual programs over the past half-
century since the foundational Lau v. Nichols decision, with one in seven public schools …

Students classified as English language learners (ELLs), many of whom are also
Hispanic/Latine/x, are at times excluded from opportunities to engage in engineering design …

Though recent research has begun to problematize the enactment of anti-Black ideologies
within dual language bilingual education (DLBE) research, fewer studies have explored how …