Skip to Main Content

EDLL 6100: Seminar in Language, Literacy, and Culture

Useful library information for EDLL 6100, Seminar in Language, Literacy, and Culture. Dr. Heiman

Required Readings for EDLL 6100

Iyengar, M. M. (2014). Not mere abstractions: Language policies and language ideologies in U.S. settler colonialism. Decolonization: Indigeneity, Education & Society, 3(2), 33-59.  
Ahmed, M. (2017, Oct. 22). Where native kids were sent to be Americanized. Mother Jones. Retrieved from  american-boarding-schools-shadows-of-sherman-institute/
Flores, N. (2016). A tale of two visions: Hegemonic whiteness and bilingual education. Educational Policy, 30(1), 13-38.  
Flores, N., & García, O. (2017). A critical review of bilingual education in the United States: From basements and pride to boutiques and profit. Annual Review of Applied Linguistics, 37, 14-29.
Martínez, R. A., Hikida, M., & Durán, L. (2015). Unpacking ideologies of linguistic purism:  How dual language teachers make sense of everyday translanguaging. International  Multilingual Research Journal, 9(1), 26-42. doi:10.1080/19313152.2014.977712
Nuñez, I., & Espinoza, K. (2019). Bilingual pre-service teachers’ initial experiences: Language ideologies in practice. Journal of Latinos and Education, 18(3), 228-242. 
Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149-171. doi:10.17763/0017- 8055.85.2.149
Chávez-Moreno, L. C. (2019). Researching Latinxs, racism, and white supremacy in bilingual Education: A literature review. Critical Inquiry in Language Studies. Doi: 10.1080/15427 587.2019.1624966
Cioè-Peña, M. (2020). Raciolinguistics and the education of emergent bilinguals labeled as disabled. The Urban Review,
Vogel, S., & García, O. (2017). Translanguaging. Oxford Research Encyclopedia of Education. doi: 10.1093/acrefore/9780190264093.013.181
García, O., & Leiva, C. (2014). Theorizing and enacting translanguaging for social justice. In A. Blackledge & A. Creese (Eds.), Heteroglossia as Practice and Pedagogy (pp. 199-216). Dordrecht, Netherlands: Springer.
Coles, J. A. (2019). The black literacies of urban high school youth countering antiblackness in  the context of neoliberal multiculturalism. Journal of Language and Literacy Education, 15(2), 1-35. 
Cervantes-Soon, C. G. (2014). A critical look at dual language immersion in the new Latin@ diaspora. Bilingual Research Journal, 37(1), 64-82.
Palmer, D., Cervantes-Soon, C., Dorner, L., & Heiman, D. (2019). Bilingualism, biliteracy, biculturalism, and critical consciousness for all: Proposing a fourth fundamental goal for two-way dual language education. Theory into Practice, 58(2), 121-133.
Wall, D. J., Greer, E., & Palmer, D. K. (2019). Exploring institutional processes in a district-wide dual language program: Who is it for? Who is left out? Journal of Latinos and  Education, Journal of Latinos and Education.
Chaparro, S. E. (2020). Leading parallel lives: School, parents, and community in a gentrifying two-way immersion program. International Multilingual Research Journal, 14(1), 41-57. doi:
Petrovic, J. E. (2005). The conservative restoration and neoliberal defenses of bilingual education. Language Policy, 4(4), 395-416.
Hornberger, N. H., & Johnson, D. J. (2007). Slicing the onion ethnographically: Layers and spaces in multilingual language education policy and practice. TESOL Quarterly, 41(3), 509-532. 
Katnelson, N., & Bernstein, K. A. (2016). Rebranding bilingualism: The shifting discourses of language education policy in California’s 2016 election. Linguistics & Education, 40 (1), 11-26. 
Cervantes-Soon, C. G. (2018). Using a Xicana feminist framework in Bilingual teacher preparation: Toward an anticolonial path. The Urban Review, 50(5), 857-888. 

Additional Links