“Va a Cambiar” - Identifying and Rejecting Border Patrol Pedagogies in a Dual Language Classroom

Authors

Melissa Adams Corral, The University of Texas Rio Grande ValleyFollow
Gladys Krause, William & Mary
Luz A. Maldonado Rodríguez, Texas State University - San Marcos

Document Type

Article

Publication Date

5-2024

Abstract

In this paper we identify, name, and operationalize six borders typically found in school settings that include dual language classrooms: bordered languages, knowledge, content areas, bodies, selves, and teachers. We identify these borders as a point of departure to show an example of how a two-way dual language classroom operated through a form of border-crossing pedagogy that respects children and reveals authentic multilingual learning. We use this example to propose that, if dual language classrooms are to truly respect racially and linguistically marginalized students, educators must engage in a practice of protest and refusal toward curricular and social violence.

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Latinos and Education on September 24, 2023, available at:

https://www.tandfonline.com/share/YWDMNUGWMGAGXF5Y4MMD?target=10.1080/15348431.2023.2257374

Recommended Citation

Adams Corral, M., Krause, G. H., & Maldonado Rodríguez, L. (2024). “Va a cambiar”-identifying and rejecting border patrol pedagogies in a Dual Language Classroom. journal of Latinos and Education, 23(3), 1186-1204. https://doi.org/10.1080/15348431.2023.2257374

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Publication Title

Journal of Latinos and Education

DOI

10.1080/15348431.2023.2257374