This special issue of Language Policy is focused on inequitable trends in dual language
bilingual education (DLBE) through the metaphor of gentrification, referring to privileged …

This chapter defines critical consciousness as the foundation for dual language bilingual
education (DLBE). Even though bilingual education can be traced to race radical roots and …

This article focuses on translanguaging, which has been posited as a language practice,
pedagogical tool, and lens that values individuals' linguistic resources and deems them …

The aim of this research was to explore whether and how various components of cross-
border sociocultural competence were attended to in bilingual schools serving Polish …

As the world moves to a post-COVID stage and movement of goods and people across
borders resumes, we need to rethink how we communicate and educate students about …

This qualitative study explores the language ideologies of three elementary Spanish/English
Dual Language teacher candidates (DLTCs) within the contexts of an elementary Teacher …

Mainstream teachers' views of emergent bilingual students have been well documented, but
less is known about how bilingual dual language teachers understand bilingualism and their …

This article reports on a multi-year ethnographic study that explored how transborder
children with ties to Brazil and the US embodied and further (co-) developed critical …

Using an ethico-epistemic lens that integrates Latina decolonizing feminist thought, I
examine the ways in which Latina dual language teachers in a Dual Language Bilingual …

As dual language bilingual education (DLBE) embraces critical/sociopolitical consciousness
as one of its goals, this chapter addresses the need to understand students' outcomes in this …