Document Type
Article
Publication Date
2021
Abstract
Despite the prevalence of Chinese usage in the U.S. and in the world, Chinese language ranks low in K-12 language instruction. U.S. education policies and programs have historically excluded and disserved Chinese ancestry students. While the current research about language and literacy proficiency in Mandarin/English DLBE programs is warranted, areas of urgency for further examination include the development of critical consciousness and translanguaging pedagogy to educate for equity and justice.
Recommended Citation
Tian, Zhongfeng; Wong, Joanna W.; and Garcia-Mateus, Suzanne, "Centering Translanguaging and Critical Consciousness in Chinese/English Dual Language Bilingual Education Programs" (2021). Education and Leadership Faculty Publications and Presentations. 3.
https://digitalcommons.csumb.edu/educ_fac/3
Comments
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