Juan A Freire
Biographic Data
| ID | 782135 |
|---|---|
| NAME | Juan A Freire |
| GIVEN NAMES | Juan A |
| FAMILY NAME | Freire |
| SIGNATURE | FREIRE J A |
| AFFILIATIONS | Brigham Young University |
| ORCID | 0000-0002-1942-7413 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 108 |
| WORKS AS AUTHOR | 23 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Perspectives and Experiences of Emergent Bilingual Parents
This qualitative study describes the perspectives of Emergent Bilingual (EB) parents’ linguistic and cultural barriers when interacting with their children’s teachers and schools. EB parent engagement practices were collected through focus group and semi-structured interviews. Critical Sociocultural Theory (C-SCT) and discourse analysis were used to understand participants’ perspectives. Findings included: (1) lack of access to equitable communic…
Co-deliberating perceived constraints amid the gentrification politics of dual language bilingual education
Equitable language allocation and program models in dual language bilingual education
This theoretical article, with recommendations for practice, interrogates how the field discusses dual language bilingual education (DLBE) models in the United States, with international implications for bilingual, immersion, and content and language integrated learning contexts. We reconceptualize the equity problems and potentials of so‐called program models and language allocation as aspects of what we term linguistic resource strategy —the va…
Critical Consciousness Growth
Mandarin DLBE district admission policies
Demographic silencing, ableism, and racialization in dual language bilingual education
Bittersweet Experiences for Brazilian Newcomers
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…
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…
Vernacular Spanish as a promoter of critical consciousness in dual language bilingual education classrooms
Historically, Spanish-speaking students have not been allowed to use their home and community linguistic practices in their schooling in the U.S., even in most Spanish-English dual language bilingual education (DLBE) programs, which require standard Spanish with strict language separation policies. These pedagogical practices have led to the reproduction of deficit language ideologies in DLBE classrooms that may harm students. In this essay, we c…
Grassroots resistance and activism to one-size-fits-all and separate-but-equal policies by 90
Bilingual education—chiefly the subcategory of dual language bilingual education—has been undergoing a pattern where the interests of language-minoritized communities have in several contexts been pushed out of the way. One aspect of this gentrification process has been the fiftyfication of dual language bilingual education policy, where privilege is placed on a 50:50 balance of language allocation between English and the partner language. Using …
Conscripted into thinking of scarce, selective, privatized, and precarious seats in dual language bilingual education
This multimodal critical discourse analysis is part of a larger equity audit of how the websites of 11 of the largest U.S. school districts discussed access to dual language bilingual education (DLBE). Prior research has frequently documented how administrators utilize DLBE programs to compete with one another for the supposedly necessary resource of privileged students, while deprioritizing language-minoritized students in ways that resemble gen…
The fiftyfication of dual language education
Two schools within a school”
With most elementary dual language bilingual education (DLBE) programs being implemented as strands within schools, tensions related to inequities, unequal distribution of resources, and academic quality and demographic differences often arise. Based on a longitudinal ethnographic study and two interview phases with DLBE and mainstream teachers, this study analyzes teachers’ perceptions and discourses regarding tensions related to the Spanish-Eng…
Conscientization Calls
Literature is limited demonstrating how some in-service teachers have developed sociopolitical consciousness and why they commit to social justice. Drawing on interviews, email correspondence, and Facebook postings collected throughout a school year, this article shows the life experiences of one white dual language educator who developed sociopolitical consciousness and a commitment to social justice as a result of what I refer to as conscientiz…
The Holistic Analysis of Multicultural Teaching Framework
James Banks's framework for determining the levels of integration of multicultural content in teachers' pedagogy has long been a tool used by researchers worldwide. This article introduces the Holistic Analysis of Multicultural Teaching Framework that rethinks Banks's framework to allow research analysis to capture the hybrid and fluid aspects of teachers' multicultural practices as well as the pauses in their practices over time. Data from a stu…
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…
Promoting Sociopolitical Consciousness and Bicultural Goals of Dual Language Education
This study examined Spanish-English dual language (DL) K-6 teachers in collaborative professional development as they worked towards achieving the bicultural goal of DL education, beyond traditional interpretations, and incorporating sociopolitical consciousness as a fourth goal. These two principles are part of the transformational DL educational framework. Classroom observations and teachers’ documents relevant to these objectives were recorded…
Language as Whose Resource
Utah’s public schools are home to an increasing number of K/1–6 dual language (DL) programs established through a state-centralized model that has sparked interest domestically and internationally. We theorize three potential constituencies of DL—maintenance, heritage, and world language—then use critical discourse analysis to examine how equitably multiple official state promotional materials discursively portray these constituencies and their i…
Dual language teachers’ stated barriers to implementation of culturally relevant pedagogy
Culturally relevant pedagogy receives limited attention in many U.S. dual language classrooms. This article focuses on understanding the barriers eight elementary Spanish-English dual language teachers saw as preventing the implementation of culturally relevant pedagogy in their urban classrooms. Employing critical sociocultural theory and drawing on pláticas as a method, four primary barriers were identified: lack of time, lack of culturally rel…
School–University–Community Pathways to Higher Education
The (Dis)inclusion of Latina/o Interests from Utah’s Dual Language Education Boom
Utah’s state planned model of dual language education has grown and spread rapidly. Drawing on critical race theory and LatCrit, we examined state policy documents and promotional materials for their discursive portrayal of Latinas/os. Our analysis revealed a pattern of centering the interests of the White, English-dominant majority and those without an ethnic connection to the target language, while marginalizing or silencing Latina/o interests.…
The Gentrification of Dual Language Education
The Gentrification of Dual Language Education
Promoting Sociopolitical Consciousness and Bicultural Goals of Dual Language Education
This study examined Spanish-English dual language (DL) K-6 teachers in collaborative professional development as they worked towards achieving the bicultural goal of DL education, beyond traditional interpretations, and incorporating sociopolitical consciousness as a fourth goal. These two principles are part of the transformational DL educational framework. Classroom observations and teachers’ documents relevant to these objectives were recorded…
Dual language teachers’ stated barriers to implementation of culturally relevant pedagogy
Culturally relevant pedagogy receives limited attention in many U.S. dual language classrooms. This article focuses on understanding the barriers eight elementary Spanish-English dual language teachers saw as preventing the implementation of culturally relevant pedagogy in their urban classrooms. Employing critical sociocultural theory and drawing on pláticas as a method, four primary barriers were identified: lack of time, lack of culturally rel…
The (Dis)inclusion of Latina/o Interests from Utah’s Dual Language Education Boom
Utah’s state planned model of dual language education has grown and spread rapidly. Drawing on critical race theory and LatCrit, we examined state policy documents and promotional materials for their discursive portrayal of Latinas/os. Our analysis revealed a pattern of centering the interests of the White, English-dominant majority and those without an ethnic connection to the target language, while marginalizing or silencing Latina/o interests.…
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…
Two schools within a school”
With most elementary dual language bilingual education (DLBE) programs being implemented as strands within schools, tensions related to inequities, unequal distribution of resources, and academic quality and demographic differences often arise. Based on a longitudinal ethnographic study and two interview phases with DLBE and mainstream teachers, this study analyzes teachers’ perceptions and discourses regarding tensions related to the Spanish-Eng…
Conscripted into thinking of scarce, selective, privatized, and precarious seats in dual language bilingual education
This multimodal critical discourse analysis is part of a larger equity audit of how the websites of 11 of the largest U.S. school districts discussed access to dual language bilingual education (DLBE). Prior research has frequently documented how administrators utilize DLBE programs to compete with one another for the supposedly necessary resource of privileged students, while deprioritizing language-minoritized students in ways that resemble gen…
Conscientization Calls
Literature is limited demonstrating how some in-service teachers have developed sociopolitical consciousness and why they commit to social justice. Drawing on interviews, email correspondence, and Facebook postings collected throughout a school year, this article shows the life experiences of one white dual language educator who developed sociopolitical consciousness and a commitment to social justice as a result of what I refer to as conscientiz…
School–University–Community Pathways to Higher Education
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…
Co-deliberating perceived constraints amid the gentrification politics of dual language bilingual education
Mandarin DLBE district admission policies
The Holistic Analysis of Multicultural Teaching Framework
James Banks's framework for determining the levels of integration of multicultural content in teachers' pedagogy has long been a tool used by researchers worldwide. This article introduces the Holistic Analysis of Multicultural Teaching Framework that rethinks Banks's framework to allow research analysis to capture the hybrid and fluid aspects of teachers' multicultural practices as well as the pauses in their practices over time. Data from a stu…
The (Dis)inclusion of Latina/o Interests from Utah’s Dual Language Education Boom
Utah’s state planned model of dual language education has grown and spread rapidly. Drawing on critical race theory and LatCrit, we examined state policy documents and promotional materials for their discursive portrayal of Latinas/os. Our analysis revealed a pattern of centering the interests of the White, English-dominant majority and those without an ethnic connection to the target language, while marginalizing or silencing Latina/o interests.…
The Gentrification of Dual Language Education
Language as Whose Resource
Utah’s public schools are home to an increasing number of K/1–6 dual language (DL) programs established through a state-centralized model that has sparked interest domestically and internationally. We theorize three potential constituencies of DL—maintenance, heritage, and world language—then use critical discourse analysis to examine how equitably multiple official state promotional materials discursively portray these constituencies and their i…
Dual language teachers’ stated barriers to implementation of culturally relevant pedagogy
Culturally relevant pedagogy receives limited attention in many U.S. dual language classrooms. This article focuses on understanding the barriers eight elementary Spanish-English dual language teachers saw as preventing the implementation of culturally relevant pedagogy in their urban classrooms. Employing critical sociocultural theory and drawing on pláticas as a method, four primary barriers were identified: lack of time, lack of culturally rel…
School–University–Community Pathways to Higher Education
Promoting Sociopolitical Consciousness and Bicultural Goals of Dual Language Education
This study examined Spanish-English dual language (DL) K-6 teachers in collaborative professional development as they worked towards achieving the bicultural goal of DL education, beyond traditional interpretations, and incorporating sociopolitical consciousness as a fourth goal. These two principles are part of the transformational DL educational framework. Classroom observations and teachers’ documents relevant to these objectives were recorded…
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…
The fiftyfication of dual language education
Two schools within a school”
With most elementary dual language bilingual education (DLBE) programs being implemented as strands within schools, tensions related to inequities, unequal distribution of resources, and academic quality and demographic differences often arise. Based on a longitudinal ethnographic study and two interview phases with DLBE and mainstream teachers, this study analyzes teachers’ perceptions and discourses regarding tensions related to the Spanish-Eng…
Conscientization Calls
Literature is limited demonstrating how some in-service teachers have developed sociopolitical consciousness and why they commit to social justice. Drawing on interviews, email correspondence, and Facebook postings collected throughout a school year, this article shows the life experiences of one white dual language educator who developed sociopolitical consciousness and a commitment to social justice as a result of what I refer to as conscientiz…
The Holistic Analysis of Multicultural Teaching Framework
James Banks's framework for determining the levels of integration of multicultural content in teachers' pedagogy has long been a tool used by researchers worldwide. This article introduces the Holistic Analysis of Multicultural Teaching Framework that rethinks Banks's framework to allow research analysis to capture the hybrid and fluid aspects of teachers' multicultural practices as well as the pauses in their practices over time. Data from a stu…
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…
Vernacular Spanish as a promoter of critical consciousness in dual language bilingual education classrooms
Historically, Spanish-speaking students have not been allowed to use their home and community linguistic practices in their schooling in the U.S., even in most Spanish-English dual language bilingual education (DLBE) programs, which require standard Spanish with strict language separation policies. These pedagogical practices have led to the reproduction of deficit language ideologies in DLBE classrooms that may harm students. In this essay, we c…
Grassroots resistance and activism to one-size-fits-all and separate-but-equal policies by 90
Bilingual education—chiefly the subcategory of dual language bilingual education—has been undergoing a pattern where the interests of language-minoritized communities have in several contexts been pushed out of the way. One aspect of this gentrification process has been the fiftyfication of dual language bilingual education policy, where privilege is placed on a 50:50 balance of language allocation between English and the partner language. Using …
Conscripted into thinking of scarce, selective, privatized, and precarious seats in dual language bilingual education
This multimodal critical discourse analysis is part of a larger equity audit of how the websites of 11 of the largest U.S. school districts discussed access to dual language bilingual education (DLBE). Prior research has frequently documented how administrators utilize DLBE programs to compete with one another for the supposedly necessary resource of privileged students, while deprioritizing language-minoritized students in ways that resemble gen…
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…
Demographic silencing, ableism, and racialization in dual language bilingual education
Bittersweet Experiences for Brazilian Newcomers
Equitable language allocation and program models in dual language bilingual education
This theoretical article, with recommendations for practice, interrogates how the field discusses dual language bilingual education (DLBE) models in the United States, with international implications for bilingual, immersion, and content and language integrated learning contexts. We reconceptualize the equity problems and potentials of so‐called program models and language allocation as aspects of what we term linguistic resource strategy —the va…
Critical Consciousness Growth
Mandarin DLBE district admission policies
Perspectives and Experiences of Emergent Bilingual Parents
This qualitative study describes the perspectives of Emergent Bilingual (EB) parents’ linguistic and cultural barriers when interacting with their children’s teachers and schools. EB parent engagement practices were collected through focus group and semi-structured interviews. Critical Sociocultural Theory (C-SCT) and discourse analysis were used to understand participants’ perspectives. Findings included: (1) lack of access to equitable communic…
Co-deliberating perceived constraints amid the gentrification politics of dual language bilingual education
Multilingual Education and Policy (19 works) · Sociology (19 works) · Pedagogy (17 works) · Political science (14 works) · Psychology (13 works) · Bilingual education (12 works) · Dual language (12 works) · Global Education and Multiculturalism (10 works) · Gender Studies (9 works) · Law (9 works)