Lucila D Ek
Biographic Data
| ID | 141238 |
|---|---|
| NAME | Lucila D Ek |
| GIVEN NAMES | Lucila D |
| FAMILY NAME | Ek |
| SIGNATURE | EK L D |
| AFFILIATIONS | The University of Texas at San Antonio |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Latina/o bilingual teacher candidates' experiences with raciolinguistic dystopian and utopian moments and spaces: Bilingual teacher education as a site of possibilities
This study draws from a critical ethnography with Latina/o bilingual teacher candidates (TCs) in Southwest Texas. Using raciolinguistic ideologies as our lens, we examined data coming from participant‐observation field notes, interviews, and artifacts. We found that these TCs have experienced raciolinguistic dystopian moments where their linguistic practices and identities are marginalized. We also found that, in the face of marginalizing ideolog…
Latine emergent bilinguals’ translanguaging in family literacy practices in Texas
Ana María Relaño Pastor: Shame and pride in narrative: Mexican women’s language experiences at the U.S.-Mexico border
Proyecto Bilingüe: Constructing a Figured World of Bilingual Education for Latina/o Bilingual Teachers
Using theories of figured worlds, we demonstrate how Proyecto Bilingüe, a Master of Arts in Curriculum and Instruction program, constructs a figured world of bilingual education for Latina/o bilingual teachers. We drew from a larger qualitative study to conduct a thematic analysis of interviews with Latina/o bilingual teachers, their written autobiographies, and reflections. We found that Proyecto Bilingüe was a space for (re)making bilingual-bic…
Recasting Border Crossing Politics and Pedagogies to Combat Educational Inequity: Experiences, Identities, and Perceptions of Latino/a Immigrant Youth
Linguistic Violence, Insecurity, and Work: Language Ideologies of Latina/o Bilingual Teacher Candidates in Texas
Drawing from a larger qualitative study, this article examines the narratives of bilingual Latina/o teacher candidates in South Texas. The findings reveal that bilingual teacher candidates are linguistically subordinated by the marginalized status of Spanish in the United States and by deficit perspectives of Spanish of the Southwest. Their educational experiences are replete with linguistic violence that shapes and influences their own linguisti…
“I don't belong here”: Chicanas/Latinas at a Hispanic Serving Institution Creating Community Through Muxerista Mentoring
In order to create more diverse communities and greater social justice in academia, a group of Chicana/Latina junior faculty at a Hispanic Serving Institution (HSI) established a research collaborative, Research for the Educational Advancement of Latin@s (REAL). Using a co-operative inquiry and dialogical epistemology, we document how REAL is an agency of transformative resistance to combat racism and sexism within academia. Also we reveal the im…
“ Allá en Guatemala ”: Transnationalism, Language, and Identity of a Pentecostal Guatemalan-American Young Woman
"Allá en Guatemala": Transnationalism, Language, and Identity of a Pentecostal Guatemalan-American Young Woman Lucila D. Ek, Ph.D. This article examines the transnationalism of a Pentecostal Guatemalan-American young woman who is a second-generation immigrant. Amalia traveled to Guatemala from when she was six months old until her sophomore year in college. These visits to Guatemala have helped her maintain her Guatemalan language, culture, and i…
Escuchando a Las Maestras/os: Immigration Politics and Latina/o Preservice Bilingual Educators
This article draws from a larger study based in South Texas that examines the professional and personal narratives of 63 Latina/o preservice educators preparing to teach in bilingual classrooms. Using qualitative methods, we collected data where participants' voices and opinions regarding U.S. immigration issues were documented during classroom activities that stimulated such discussion. We also administered a survey on the same topic. Findings s…
It's Different Lives: A Guatemalan American Adolescent's Construction of Ethnic and Gender Identities across Educational Contexts
Drawing from a multiyear ethnography and a longitudinal case study, this article examines how one Guatemalan American teenager negotiates the multiple socializations to ethnic and gender identities in her home, her Pentecostal church, and her high school. She must face processes of Americanization and Mexicanization. Americanization's thrust is to replace the languages and cultures of Latino/a students with English and mainstream middle-class Eur…
Bilingual Education in an Immigrant Community: Proposition 227 in California
Drawing from multiple data sources (observations, interviews, and focus groups) collected during two ethnographic studies in a Latino immigrant community in Los Angeles, California, we analyse community members' perspectives on bilingualism and language uses - views that have been largely neglected in recent policy debates about bilingual education. We explore parents' and children's talk about language; both emphasised the importance of English,…
Escuchando a Las Maestras/os: Immigration Politics and Latina/o Preservice Bilingual Educators
This article draws from a larger study based in South Texas that examines the professional and personal narratives of 63 Latina/o preservice educators preparing to teach in bilingual classrooms. Using qualitative methods, we collected data where participants' voices and opinions regarding U.S. immigration issues were documented during classroom activities that stimulated such discussion. We also administered a survey on the same topic. Findings s…
Proyecto Bilingüe: Constructing a Figured World of Bilingual Education for Latina/o Bilingual Teachers
Using theories of figured worlds, we demonstrate how Proyecto Bilingüe, a Master of Arts in Curriculum and Instruction program, constructs a figured world of bilingual education for Latina/o bilingual teachers. We drew from a larger qualitative study to conduct a thematic analysis of interviews with Latina/o bilingual teachers, their written autobiographies, and reflections. We found that Proyecto Bilingüe was a space for (re)making bilingual-bic…
It's Different Lives: A Guatemalan American Adolescent's Construction of Ethnic and Gender Identities across Educational Contexts
Drawing from a multiyear ethnography and a longitudinal case study, this article examines how one Guatemalan American teenager negotiates the multiple socializations to ethnic and gender identities in her home, her Pentecostal church, and her high school. She must face processes of Americanization and Mexicanization. Americanization's thrust is to replace the languages and cultures of Latino/a students with English and mainstream middle-class Eur…
Recasting Border Crossing Politics and Pedagogies to Combat Educational Inequity: Experiences, Identities, and Perceptions of Latino/a Immigrant Youth
Bilingual Education in an Immigrant Community: Proposition 227 in California
Drawing from multiple data sources (observations, interviews, and focus groups) collected during two ethnographic studies in a Latino immigrant community in Los Angeles, California, we analyse community members' perspectives on bilingualism and language uses - views that have been largely neglected in recent policy debates about bilingual education. We explore parents' and children's talk about language; both emphasised the importance of English,…
“ Allá en Guatemala ”: Transnationalism, Language, and Identity of a Pentecostal Guatemalan-American Young Woman
"Allá en Guatemala": Transnationalism, Language, and Identity of a Pentecostal Guatemalan-American Young Woman Lucila D. Ek, Ph.D. This article examines the transnationalism of a Pentecostal Guatemalan-American young woman who is a second-generation immigrant. Amalia traveled to Guatemala from when she was six months old until her sophomore year in college. These visits to Guatemala have helped her maintain her Guatemalan language, culture, and i…
Escuchando a Las Maestras/os: Immigration Politics and Latina/o Preservice Bilingual Educators
This article draws from a larger study based in South Texas that examines the professional and personal narratives of 63 Latina/o preservice educators preparing to teach in bilingual classrooms. Using qualitative methods, we collected data where participants' voices and opinions regarding U.S. immigration issues were documented during classroom activities that stimulated such discussion. We also administered a survey on the same topic. Findings s…
It's Different Lives: A Guatemalan American Adolescent's Construction of Ethnic and Gender Identities across Educational Contexts
Drawing from a multiyear ethnography and a longitudinal case study, this article examines how one Guatemalan American teenager negotiates the multiple socializations to ethnic and gender identities in her home, her Pentecostal church, and her high school. She must face processes of Americanization and Mexicanization. Americanization's thrust is to replace the languages and cultures of Latino/a students with English and mainstream middle-class Eur…
“I don't belong here”: Chicanas/Latinas at a Hispanic Serving Institution Creating Community Through Muxerista Mentoring
In order to create more diverse communities and greater social justice in academia, a group of Chicana/Latina junior faculty at a Hispanic Serving Institution (HSI) established a research collaborative, Research for the Educational Advancement of Latin@s (REAL). Using a co-operative inquiry and dialogical epistemology, we document how REAL is an agency of transformative resistance to combat racism and sexism within academia. Also we reveal the im…
Linguistic Violence, Insecurity, and Work: Language Ideologies of Latina/o Bilingual Teacher Candidates in Texas
Drawing from a larger qualitative study, this article examines the narratives of bilingual Latina/o teacher candidates in South Texas. The findings reveal that bilingual teacher candidates are linguistically subordinated by the marginalized status of Spanish in the United States and by deficit perspectives of Spanish of the Southwest. Their educational experiences are replete with linguistic violence that shapes and influences their own linguisti…
Recasting Border Crossing Politics and Pedagogies to Combat Educational Inequity: Experiences, Identities, and Perceptions of Latino/a Immigrant Youth
Proyecto Bilingüe: Constructing a Figured World of Bilingual Education for Latina/o Bilingual Teachers
Using theories of figured worlds, we demonstrate how Proyecto Bilingüe, a Master of Arts in Curriculum and Instruction program, constructs a figured world of bilingual education for Latina/o bilingual teachers. We drew from a larger qualitative study to conduct a thematic analysis of interviews with Latina/o bilingual teachers, their written autobiographies, and reflections. We found that Proyecto Bilingüe was a space for (re)making bilingual-bic…
Ana María Relaño Pastor: Shame and pride in narrative: Mexican women’s language experiences at the U.S.-Mexico border
Latine emergent bilinguals’ translanguaging in family literacy practices in Texas
Latina/o bilingual teacher candidates' experiences with raciolinguistic dystopian and utopian moments and spaces: Bilingual teacher education as a site of possibilities
This study draws from a critical ethnography with Latina/o bilingual teacher candidates (TCs) in Southwest Texas. Using raciolinguistic ideologies as our lens, we examined data coming from participant‐observation field notes, interviews, and artifacts. We found that these TCs have experienced raciolinguistic dystopian moments where their linguistic practices and identities are marginalized. We also found that, in the face of marginalizing ideolog…
Sociology (10 works) · Multilingual Education and Policy (9 works) · Political science (8 works) · Gender Studies (6 works) · Pedagogy (6 works) · Psychology (6 works) · Bilingual education (5 works) · Critical Race Theory in Education (5 works) · Linguistics (5 works) · Immigration (4 works)