Author
Claudia G. Cervantes-Soon
Other affiliations: University of North Carolina at Chapel Hill, University of Texas at Austin
Bio: Claudia G. Cervantes-Soon is an academic researcher from Arizona State University. The author has contributed to research in topics: Bilingual education & Critical consciousness. The author has an hindex of 9, co-authored 20 publications receiving 562 citations. Previous affiliations of Claudia G. Cervantes-Soon include University of North Carolina at Chapel Hill & University of Texas at Austin.
Papers
More filters
TL;DR: This article reviewed critical areas of research on issues of equity/equality in the highly proclaimed and exponentially growing model of bilingual education: two-way immersion (TWI) and found that there is a large body of work on these issues.
Abstract: This chapter reviews critical areas of research on issues of equity/equality in the highly proclaimed and exponentially growing model of bilingual education: two-way immersion (TWI). There is incre...
257 citations
TL;DR: Two-way immersion (TWI) is an approach that combines languageminority students and native English speakers in dual-language classrooms, which is growing in popularity in schools of newly Latinized regions of the U.S. as mentioned in this paper.
Abstract: Two-way immersion (TWI), an approach that combines language-minority students and native English speakers in dual-language classrooms, is growing in popularity in schools of newly Latinized regions of the U.S. Using North Carolina as an example, this critical review of the literature posits that as neoliberal trends increasingly shape the communities of the new Latin@ diaspora, the uncritical implementation of TWI can serve as a double-edged sword that commodifies Latin@s’ linguistic resources. The article discusses these dangers, as well as critical issues that should be considered to increase TWI’s potential for Latin@ empowerment in new gateway regions.
180 citations
TL;DR: In this paper, the authors proposed a four-core goal for two-way dual language (TWDL) bilingual education programs: academic achievement, bilingualism, biliteracy, and sociocultural competence.
Abstract: Two-way dual language (TWDL) bilingual education programs share three core goals: academic achievement, bilingualism and biliteracy, and sociocultural competence. This article proposes a fourth cor...
91 citations
TL;DR: In this paper, the authors present the testimonios of two high school girls coming of age in one of the most marginalized areas of Ciudad Juarez, Mexico who attend a school with a critical pedagogy orientation.
Abstract: This article presents the testimonios of two high school girls coming of age in one of the most marginalized areas of Ciudad Juarez, Mexico who attend a school with a critical pedagogy orientation (Freire, 1970). Ciudad Juarez is a city on the U.S-Mexico border and considered one of the most violent in the world today. These testimonios shed light on the life experiences and identity formation of young women coming of age in the south side of the border and reveal the knowledge and wisdom they have gained in their struggle for freedom, dignity, and life. They also expose the epistemological and pedagogical nature of young women's discourse and wisdom characterized by testimonios as counter-narratives, confessions, and consejos; and the role of a critical school in promoting such discourse. This article offers insight into the potential of schools to become sites of organic healing, critical consciousness, and agency in dystopic times by cultivating the use of testimonios as a way to center and legitimize ...
60 citations
TL;DR: The Xicana Sacred Space as discussed by the authors is an ontology and epistemology-based space for raising consciousness, gaining strength, cultivating cultural intuition, and achieving intellectual growth among those interested in conducting decolonial, emancipatory, and feminist research and action projects.
Abstract: The Xicana Sacred Space resulted from an effort to develop a framework that would center the complexities of Chicana ontology and epistemology as they relate to social action projects in our communities. Claiming indigenous roots and ways of knowing, the Xicana Sacred Space functions as a decolonizing tool by displacing androcentric and Western linear notions of research in favor of a Mestiza consciousness (Anzaldua, 1999). Organically born, the space proved to be an important source of knowledge, strength, inspiration, and reflexivity for the authors in their journey as graduate students. Here the authors explain how the space evolved and detail its promise as a tool for raising consciousness, gaining strength, cultivating cultural intuition (Delgado Bernal, 1998), examining positionalities and standpoints, and achieving intellectual growth among those interested in conducting decolonial, emancipatory, and feminist research and action projects.
41 citations
Cited by
More filters
2,390 citations
Journal Article•
1,413 citations
TL;DR: Zentella as discussed by the authors described growing up bilingual in New York as a "growing up Bilingual" child in a bilingual family, and used it in her book Growing Up Bilingual: Puerto Rican Children in Manhattan.
Abstract: Growing Up Bilingual: Puerto Rican Children in New York. Ana Celia Zentella. Oxford: Blackwell Publishers, 1997.323 pp.
400 citations
TL;DR: This article reviewed critical areas of research on issues of equity/equality in the highly proclaimed and exponentially growing model of bilingual education: two-way immersion (TWI) and found that there is a large body of work on these issues.
Abstract: This chapter reviews critical areas of research on issues of equity/equality in the highly proclaimed and exponentially growing model of bilingual education: two-way immersion (TWI). There is incre...
257 citations
TL;DR: The authors connect the institutionalization of bilingual education to a post-Civil Rights racial formation that located the root of educational inequalities in the psychological condition of people of color in ways that obscured the structural barriers confronting communities of color.
Abstract: In this article we connect the institutionalization of bilingual education to a post–Civil Rights racial formation that located the root of educational inequalities in the psychological condition of people of color in ways that obscured the structural barriers confronting communities of color. Within this context, bilingual education was institutionalized with the goal of instilling cultural pride in Latinx students in ways that would remediate their perceived linguistic deficiencies. This left bilingual educators struggling to develop affirmative spaces for Latinx children within a context where these students continued to be devalued by the broader school and societal context. More recent years have witnessed the dismantling of these affirmative spaces and their replacement with two-way immersion programs that seek to cater to White middle-class families. While these programs have offered new spaces for the affirmation of the bilingualism of Latinx children, they do little to address the power hierarchies between the low-income Latinx communities and White middle-class communities that are being served by these programs. We end with a call to situate struggles for bilingual education within broader efforts to combat the racialization of Latinx and other minoritized communities.
208 citations