Claudia Cervantes-Soon
Biographic Data
| ID | 2191943 |
|---|---|
| NAME | Claudia Cervantes-Soon |
| GIVEN NAMES | Claudia |
| FAMILY NAME | Cervantes-Soon |
| SIGNATURE | CERVANTES-SOON C |
| AFFILIATIONS | Arizona State University |
| ORCID | 0000-0001-5186-7972 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 253 |
| WORKS AS AUTHOR | 21 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Dual language immersion programs and their neighborhoods
When Silence Speaks
Dreaming of Borderlands Biliteracies
In this theoretical paper, we aim to (re)imagine and (re)conceptualize biliteracy as an anti‐colonial endeavor to destabilize colonial projects that continue to permeate how language and literacy are conceptualized in schools. We build on previous scholarship that has theorized Spanish‐English biliteracy and extend this scholarship by centering the ways of knowing and being of racialized bilinguals from historically marginalized backgrounds as th…
Building New Futurities from the Margins
Literacy in Multilingual Classrooms
Literacy instruction that provides opportunities for learners from diverse language backgrounds to access their entire meaning‐making repertoire is essential in multilingual classrooms. This requires shifting conceptions of language/multilingualism and literacy/biliteracy that are prevalent in schools today by considering minoritized and racialized multi/bilingual learners as legitimate meaning makers themselves, with valid linguistic knowledge r…
Resisting subtractive language and literacy policies
Literacy scholars have noted the importance of drawing upon all of one's linguistic resources and experiences to make sense of texts. However, literacy instruction is often shaped by restrictive and punitive policies that limit the learning experiences and opportunities offered to racialized bi/multilingual students from low‐income communities. We illustrate this phenomenon through our experiences as former teachers of bilingual students and as t…
Dual Language Bilingual Education as a Pathway to Racial Integration? A Place-Based Analysis of Policy Enactment
Across the United States, cities like St. Louis may be perceived as predominantly Black/White and monolingual. In such places, there are often few state resources and expertise driving the new growth of dual language bilingual education (DLBE)—that is, policies and programs that aim to develop students' bilingualism and biculturalism from an early age. Moreover, research rarely explores how DLBE programs develop within particular racial and polit…
“We Are Here…Because You Were There”
Grounded in the Black feminist tradition, this kitchen-table talk brings together five scholars who critically and authentically engaged in dialogue to dissect anti-oppressive and critical (immigrant) education in the post-Trump era. Through a postcolonial lens, we collectively disrupt the oversimplification of immigrant narratives, the notions of assimilation, and American saviorism. We recognize the grief and challenges that immigrants and mult…
Moving away from the 4-hour block
In spring 2019, without controversy or fanfare and without violating the voter mandate of Proposition 203, emergent bilinguals in Arizona were once again granted unrestricted access to dual language bilingual education after nearly 20 years. The policy change was accomplished through a seemingly small piece of legislation that reduced the daily Structured English Immersion requirement from four hours to two hours. In this study, we analyze the Se…
The expropriation of dual language bilingual education
A growing body of research has demonstrated that neoliberal discourses have negatively impacted dual language bilingual education (DLBE) for students designated as English learners. This study uses the concept of expropriation to refer to the co-opting and dispossessing of educational resources, opportunities, and rights from language-minoritized communities, and a shift to the reframing and reuse of these resources by white English-privileged po…
We Are Our Only Way Forward”
This article narrates the contours of a digital “kitchen table talk”–a conversation that brought together WoC from various areas of literacy and language education to discuss the state of the field and the next steps in transforming literacy studies and education for GFoC. Using bell hooks’s concept of “homeplace,” we bring together the reflections of eleven WoC across intersected Black, Latina, and Asian identities to examine the realities of GF…
Now it’s all upper-class parents who are checking out schools”
Everybody Wants a Choice” in Dual Language Education of El Nuevo Sur
Georgia and North Carolina are part of what some call the New Latinx South, a region where Latinx populations more than doubled recently. Both states have struggled to educate language minoritized students (evidenced by low graduation rates), yet are among the top three states for numbers of dual language (DL) programs in the Southeast. This model integrates English speakers and speakers of a minoritized language to promote biliteracy for all, di…
Equity for Students Learning English in Dual Language Bilingual Education
This special issue of TESOL Quarterly examines the equity challenges and promises of dual language bilingual education (DLBE) for students learning English as an additional language. As demographic change and transnational connections develop more awareness and desire for multilingualism, there has been an explosion of DLBE in schools throughout the world. Although research confirms the effectiveness of well‐implemented dual language programs, st…
Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All
Two-way dual language (TWDL) bilingual education programs share 3 core goals: academic achievement, bilingualism and biliteracy, and sociocultural competence. This article proposes a fourth core goal: Critical consciousness. Although TWDL programs are designed to integrate students from diverse language, culture and race backgrounds, equity is unfortunatelystill a challenge in TWDL classrooms and schools. We argue that centering critical consciou…
Using a Xicana Feminist Framework in Bilingual Teacher Preparation
Combating Inequalities in Two-Way Language Immersion Programs
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 increasing evidence that TWI programs are not living up to their ideal to provide equal access to educational opportunity for transnational emergent bilingual students. Through a synthesis of research from related fields, we will offer guidelines for program…
Juárez Girls Rising
Mujeres truchas
Set against colonial narratives of border women and neoliberal ideologies increasingly permeating school systems around the world, this article maps out ways in which a group of young women in Ciudad Juarez, Mexico embody and reconstruct notions of smartness. I draw on Chicana feminist theory to introduce the concept of mujeres truchas, a set of intelligences that stem from a life at the margins and a struggle for survival and hope. Further, they…
A Critical Look at Dual Language Immersion in the New Latin@ Diaspora
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 swor…
Testimoniosof Life and Learning in the Borderlands
This article presents the testimonios of two high school girls coming of age in one of the most marginalized areas of Ciudad Juárez, México who attend a school with a critical pedagogy orientation (Freire, 1970 Freire, P. 1970. Pedagogy of the oppressed., New York, NY: Continuum. [Google Scholar]). Ciudad Juárez is a city on the U.S-México border and considered one of the most violent in the world today. These testimonios shed light on the life e…
Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All
Two-way dual language (TWDL) bilingual education programs share 3 core goals: academic achievement, bilingualism and biliteracy, and sociocultural competence. This article proposes a fourth core goal: Critical consciousness. Although TWDL programs are designed to integrate students from diverse language, culture and race backgrounds, equity is unfortunatelystill a challenge in TWDL classrooms and schools. We argue that centering critical consciou…
A Critical Look at Dual Language Immersion in the New Latin@ Diaspora
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 swor…
Testimoniosof Life and Learning in the Borderlands
This article presents the testimonios of two high school girls coming of age in one of the most marginalized areas of Ciudad Juárez, México who attend a school with a critical pedagogy orientation (Freire, 1970 Freire, P. 1970. Pedagogy of the oppressed., New York, NY: Continuum. [Google Scholar]). Ciudad Juárez is a city on the U.S-México border and considered one of the most violent in the world today. These testimonios shed light on the life e…
Everybody Wants a Choice” in Dual Language Education of El Nuevo Sur
Georgia and North Carolina are part of what some call the New Latinx South, a region where Latinx populations more than doubled recently. Both states have struggled to educate language minoritized students (evidenced by low graduation rates), yet are among the top three states for numbers of dual language (DL) programs in the Southeast. This model integrates English speakers and speakers of a minoritized language to promote biliteracy for all, di…
Now it’s all upper-class parents who are checking out schools”
Equity for Students Learning English in Dual Language Bilingual Education
This special issue of TESOL Quarterly examines the equity challenges and promises of dual language bilingual education (DLBE) for students learning English as an additional language. As demographic change and transnational connections develop more awareness and desire for multilingualism, there has been an explosion of DLBE in schools throughout the world. Although research confirms the effectiveness of well‐implemented dual language programs, st…
Mujeres truchas
Set against colonial narratives of border women and neoliberal ideologies increasingly permeating school systems around the world, this article maps out ways in which a group of young women in Ciudad Juarez, Mexico embody and reconstruct notions of smartness. I draw on Chicana feminist theory to introduce the concept of mujeres truchas, a set of intelligences that stem from a life at the margins and a struggle for survival and hope. Further, they…
Dual Language Bilingual Education as a Pathway to Racial Integration? A Place-Based Analysis of Policy Enactment
Across the United States, cities like St. Louis may be perceived as predominantly Black/White and monolingual. In such places, there are often few state resources and expertise driving the new growth of dual language bilingual education (DLBE)—that is, policies and programs that aim to develop students' bilingualism and biculturalism from an early age. Moreover, research rarely explores how DLBE programs develop within particular racial and polit…
Using a Xicana Feminist Framework in Bilingual Teacher Preparation
Dreaming of Borderlands Biliteracies
In this theoretical paper, we aim to (re)imagine and (re)conceptualize biliteracy as an anti‐colonial endeavor to destabilize colonial projects that continue to permeate how language and literacy are conceptualized in schools. We build on previous scholarship that has theorized Spanish‐English biliteracy and extend this scholarship by centering the ways of knowing and being of racialized bilinguals from historically marginalized backgrounds as th…
Building New Futurities from the Margins
We Are Our Only Way Forward”
This article narrates the contours of a digital “kitchen table talk”–a conversation that brought together WoC from various areas of literacy and language education to discuss the state of the field and the next steps in transforming literacy studies and education for GFoC. Using bell hooks’s concept of “homeplace,” we bring together the reflections of eleven WoC across intersected Black, Latina, and Asian identities to examine the realities of GF…
Testimoniosof Life and Learning in the Borderlands
This article presents the testimonios of two high school girls coming of age in one of the most marginalized areas of Ciudad Juárez, México who attend a school with a critical pedagogy orientation (Freire, 1970 Freire, P. 1970. Pedagogy of the oppressed., New York, NY: Continuum. [Google Scholar]). Ciudad Juárez is a city on the U.S-México border and considered one of the most violent in the world today. These testimonios shed light on the life e…
A Critical Look at Dual Language Immersion in the New Latin@ Diaspora
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 swor…
Mujeres truchas
Set against colonial narratives of border women and neoliberal ideologies increasingly permeating school systems around the world, this article maps out ways in which a group of young women in Ciudad Juarez, Mexico embody and reconstruct notions of smartness. I draw on Chicana feminist theory to introduce the concept of mujeres truchas, a set of intelligences that stem from a life at the margins and a struggle for survival and hope. Further, they…
Combating Inequalities in Two-Way Language Immersion Programs
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 increasing evidence that TWI programs are not living up to their ideal to provide equal access to educational opportunity for transnational emergent bilingual students. Through a synthesis of research from related fields, we will offer guidelines for program…
Juárez Girls Rising
Using a Xicana Feminist Framework in Bilingual Teacher Preparation
Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All
Two-way dual language (TWDL) bilingual education programs share 3 core goals: academic achievement, bilingualism and biliteracy, and sociocultural competence. This article proposes a fourth core goal: Critical consciousness. Although TWDL programs are designed to integrate students from diverse language, culture and race backgrounds, equity is unfortunatelystill a challenge in TWDL classrooms and schools. We argue that centering critical consciou…
Everybody Wants a Choice” in Dual Language Education of El Nuevo Sur
Georgia and North Carolina are part of what some call the New Latinx South, a region where Latinx populations more than doubled recently. Both states have struggled to educate language minoritized students (evidenced by low graduation rates), yet are among the top three states for numbers of dual language (DL) programs in the Southeast. This model integrates English speakers and speakers of a minoritized language to promote biliteracy for all, di…
Equity for Students Learning English in Dual Language Bilingual Education
This special issue of TESOL Quarterly examines the equity challenges and promises of dual language bilingual education (DLBE) for students learning English as an additional language. As demographic change and transnational connections develop more awareness and desire for multilingualism, there has been an explosion of DLBE in schools throughout the world. Although research confirms the effectiveness of well‐implemented dual language programs, st…
Now it’s all upper-class parents who are checking out schools”
“We Are Here…Because You Were There”
Grounded in the Black feminist tradition, this kitchen-table talk brings together five scholars who critically and authentically engaged in dialogue to dissect anti-oppressive and critical (immigrant) education in the post-Trump era. Through a postcolonial lens, we collectively disrupt the oversimplification of immigrant narratives, the notions of assimilation, and American saviorism. We recognize the grief and challenges that immigrants and mult…
Moving away from the 4-hour block
In spring 2019, without controversy or fanfare and without violating the voter mandate of Proposition 203, emergent bilinguals in Arizona were once again granted unrestricted access to dual language bilingual education after nearly 20 years. The policy change was accomplished through a seemingly small piece of legislation that reduced the daily Structured English Immersion requirement from four hours to two hours. In this study, we analyze the Se…
The expropriation of dual language bilingual education
A growing body of research has demonstrated that neoliberal discourses have negatively impacted dual language bilingual education (DLBE) for students designated as English learners. This study uses the concept of expropriation to refer to the co-opting and dispossessing of educational resources, opportunities, and rights from language-minoritized communities, and a shift to the reframing and reuse of these resources by white English-privileged po…
We Are Our Only Way Forward”
This article narrates the contours of a digital “kitchen table talk”–a conversation that brought together WoC from various areas of literacy and language education to discuss the state of the field and the next steps in transforming literacy studies and education for GFoC. Using bell hooks’s concept of “homeplace,” we bring together the reflections of eleven WoC across intersected Black, Latina, and Asian identities to examine the realities of GF…
Literacy in Multilingual Classrooms
Literacy instruction that provides opportunities for learners from diverse language backgrounds to access their entire meaning‐making repertoire is essential in multilingual classrooms. This requires shifting conceptions of language/multilingualism and literacy/biliteracy that are prevalent in schools today by considering minoritized and racialized multi/bilingual learners as legitimate meaning makers themselves, with valid linguistic knowledge r…
Resisting subtractive language and literacy policies
Literacy scholars have noted the importance of drawing upon all of one's linguistic resources and experiences to make sense of texts. However, literacy instruction is often shaped by restrictive and punitive policies that limit the learning experiences and opportunities offered to racialized bi/multilingual students from low‐income communities. We illustrate this phenomenon through our experiences as former teachers of bilingual students and as t…
Dual Language Bilingual Education as a Pathway to Racial Integration? A Place-Based Analysis of Policy Enactment
Across the United States, cities like St. Louis may be perceived as predominantly Black/White and monolingual. In such places, there are often few state resources and expertise driving the new growth of dual language bilingual education (DLBE)—that is, policies and programs that aim to develop students' bilingualism and biculturalism from an early age. Moreover, research rarely explores how DLBE programs develop within particular racial and polit…
Building New Futurities from the Margins
When Silence Speaks
Dreaming of Borderlands Biliteracies
In this theoretical paper, we aim to (re)imagine and (re)conceptualize biliteracy as an anti‐colonial endeavor to destabilize colonial projects that continue to permeate how language and literacy are conceptualized in schools. We build on previous scholarship that has theorized Spanish‐English biliteracy and extend this scholarship by centering the ways of knowing and being of racialized bilinguals from historically marginalized backgrounds as th…
Dual language immersion programs and their neighborhoods
Sociology (17 works) · Multilingual Education and Policy (16 works) · Pedagogy (14 works) · Political science (13 works) · Bilingual education (12 works) · Critical Race Theory in Education (10 works) · Psychology (9 works) · Gender Studies (8 works) · Law (8 works) · Global Education and Multiculturalism (7 works)