Lisa M. Dorner, Ph.D.

teacher, researcher, life-long learner

Equity in Bilingual Education is Possible!

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Cover Art for Critical Consciousness in Dual Language Bilingual Education

Together with Drs. Deb Palmer, Claudia Cervantes-Soon, Dan Heiman, and Emily Crawford-Rossi — and our amazing cover artist, Martha Samaniego — I am excited to post that our new edited volume has been published! Critical Consciousness in Dual Language Bilingual Education: Case Studies on Policy and Practice (2022) is now available. If you want to see what the book’s about, the introductory chapter is FREE on this page – just click on “Preview PDF” in the upper-right-hand corner! And if you’re interested in buying the book, please use the code AERA2023 at Routledge, for a 30% discount (good til May 31, 2023)!

In our introduction, we noted that this book came to being “amid challenges that feel insurmountable: millions of people from Ukraine, Ethiopia, and Yemen fleeing their homes due to unprovoked and civil wars; countless Central Americans pleading for asylum in the United States; and an on-going pandemic disproportionately killing people of color. Black, Brown, LGTBQ+, and other marginalized communities continue to experience violence and inequity across our educational, legal, and civil institutions time and time again.”

But then, we continued: “there is hope and love in the world too. People are welcoming refugees into their homes, youth are committing their lives to activism against racism, and new organizations are working to fairly distribute life-saving medical care. We know how to fight back against oppression. But it takes opening our hearts and minds, developing our consciousness of inequities, and figuring out how to take action.” 

This is the heart of our new edited volume. In showcasing examples of equity and positive action in bilingual education and dual language programs, we hope to provide inspiration for educators and families alike, especially those working in primary and secondary schools in the United States. At the heart of each case study is the question: how can we ensure equity in bilingual education? Now, we share the volume with you, so you may ask this question of yourself and your community.

We truly look forward to your feedback on the ideas and stories presented in the book. Whether you are a student, teacher, principal, parent or community member working with bilingual schools, please contact us any time. You can find me at dornerl @ missouri.edu.

New Conference on Bilingual Education in the Midwest

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Do you work in a dual language program that serves bilingual and bicultural students? Are you interested in developing more equitable programs and enhancing educational opportunities at your school?

Building Raciolinguistic Justice in Midwestern Dual Language Programs through Research-Practice Partnerships is a year-long project supported by the Spencer Foundation; coordinated by me, Trish Morita-Mullaney, Deborah Palmer, and Amy Young; and implemented in partnership with many other bilingual educators and scholars. The project is designed to enhance and develop critical consciousness in dual language bilingual education (DLBE) in the US Midwest.

What is DLBE and why is critical consciousness important for it? Dual language bilingual education is a unique educational approach where teachers provide content instruction in English and another language, aiming to develop bilingualism, biliteracy, and biculturalism for a diverse student body. Yet despite the fact most programs integrate and serve students from various backgrounds, DLBE continues to face persistent challenges with equity, especially for students of color and youth who speak languages other than English (see here). This is true in all program models regardless of the label (one-way, two-way, 90/10, 50/50, etc.). In turn, we must build critical consciousness, that is, processes to study such inequities and take action to disrupt them.

The project has three main goals:

  1. Document and more deeply understand how Midwestern DLBE programs serve diverse students, especially children of color from bilingual and bicultural homes.
  2. Develop research-practice partnerships and new research agendas for understanding and addressing equity challenges through critical consciousness.
  3. Foster a community of practice and network of researchers and practitioners to build antiracist, equitable DLBE programs across the region.

We invite DLBE educators to join our webinar series this June! Partnering with the Cambio Center and CARLA, these four webinars will develop an understanding of DLBE challenges and opportunities across Midwestern DLBE programs. The webinars are organized around four actions that enhance critical consciousness:

  • Historicizing Dual Language Communities and Ourselves—Tuesday, June 14
    Learn about deconstructing mainstream explanations of the past and foregrounding individuals’ and communities’ local histories.
  • Critical Listening in Dual Language Education—Thursday, June 16
    Explore ways of engaging students, educators, and families with others for meaningful and transformative connection through developing curiosity and attention, sharing, caring, reciprocity, and responsivity.
  • Embracing Discomfort in Dual Language Spaces—Tuesday, June 21
    Experience and learn from the inevitable unsettled feelings one might have in recognizing, reflecting on, and acting against the ways in which our own privilege, sense of entitlement, or silence reify and reproduce social injustice.
  • Interrogating Power to Develop Equity in Dual Language Programs—Thursday, June 23
    Examine ways of calling out oppression, and working to push those in power to take note of injustice and to transform systems.

All webinars will take place on Zoom from 4–5:30 p.m. (Central Time).

For More Information

Pandemic Policymaking

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The COVID-19 pandemic was a crisis beyond most of our imaginations. In 2020 as school buildings closed, teachers started teaching online, students learned how to learn from home, and educational leaders managed a new kind of crisis. Principals had to figure out how to get meals to children in a socially distant fashion; how to provide access to the internet in areas that never had it before; and how to support families who didn’t have computers or tablets for their kids to use. In short, educators and their schools had to create all kinds of new policies, procedures, and practices in a relatively short amount of time.

But they didn’t do so alone – policies are never made in isolation. Responses to the pandemic were dynamic and social, as educators enacted policy in partnership with external organizations, families, and within their particular school districts.

In 2020-2021, colleagues and I worked alongside one elementary school and its non-profit partner to see how they managed and responded to the pandemic. We developed an ethnographic study to understand how policies were made and enacted over time and with others. We tracked the school’s policy responses, specifically the structures, resources, and discourses that shaped two policy areas: family-school communication, and access to remote learning. In this AERA Open article, we demonstrate that external partnerships can bring much needed resources to a crisis response, but existing structures and racialized discourses that exist within district and community contexts can hinder their best intentions for equitable policymaking. We concluded:

To “address the complex needs of the most vulnerable students,” it will take “grass-root associations” and myriad other actors “close to the field” (OECD, 2020, p. 19)…. School-community engagement has the power to shape crisis responses and policy enactment–but to fully understand such an interactive, negotiated process, one must understand schools’ external partners, their resources, structures, and discourses as well as their students, families, and communities. 

Resilience & Responses to COVID19

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It’s Wednesday, March 11, 2020. I’m in the middle of the university semester, teaching a graduate course on research methods. Spring break is soon and we’re headed to visit a few colleges for my son, who’s a junior in high school. But one email after another comes to my inbox. It feels like a slow wind that picks up into a tornado. My university announces that it’s cancelling all classes for two days, so professors like me can transition to 100% online learning the following Monday (!!). Universities across the country suspend all events, including admission tours. Doctors advise stay-at-home orders. And, my kids’ high school and middle school decide they’ll be virtual for the two weeks after spring break, which starts the following Monday.

I’ve been reflecting on my own kids’ experiences from this past spring (2020) and how they must’ve compared to other children across our district, where over 90% of students receive free/reduced-priced meals. While my kids attend diverse schools in the city, they are magnet schools often touted as the “best” in the state by typical/official (standardized test) measures, and they are not reflective of our wider community … here’s one story that gives a sense of what life and learning and the racial divide is like in our city right now. So, I’m wondering — if our kids didn’t have a good learning experience and struggled at times, with all our privilege, with two parents who can work at home and be with them, with more than enough technology, computers, internet access, stable and secure housing, and so on +++, I honestly can only (cannot) imagine what other families are experiencing: sharing 1 cell phone across 4 kids? Working long hours at the grocery store while the eldest kid tries to manage the toddlers at home? Being a newly settled refugee without all the network and support one normally gets from the International Institute? Having a family member die?

  • Excerpt from personal journal entry, May 31, 2020

I remember that initial time of the COVID-19 pandemic quite clearly – perhaps in part because I kept a journal, in part because it was such a change of pace, and in part because the constant ambulance sirens flooding to the nearby city hospital seemed louder, more often, and more alarming. This collision of school, work and life – of new spaces for teaching and learning – of constant, never-ending decision-making that seemed like life-or-death – all in the midst of the “dual pandemics” of COVID-19 and systemic racism – this all felt so very sharp.

And, yet, this collision is not behind us: this is something we need to keep talking about, as we face the third school year shaped by these pandemics. What do we know now, that we didn’t know last summer, and how can we prepare?

First, we educators are resilient and creative. This is a fact we cannot forget: although it’s been a year of stress, burnout, and loss, it’s also been one of a whole host of new efforts in education to support families, students, and each other. As my friend put it, “Social processes and practices can change very quickly, and do, when circumstances force them.”

Here are just a few things that teachers from across my state discussed learning during our recent Summer Institute for SEE-TEL (Strengthening Equity & Effectiveness for Teachers of English Learners), a National Professional Development grant project supported by the US Department of Education:

  1. Having parent-teacher conferences on Zoom removed a lot of barriers for multilingual families. All of a student’s teachers and their translator could be together at one time; there were fewer childcare issues or work-related conflicts for families. Consider what to keep from this past year, for example using technology to connect with families, even when we can meet in-person again.
  2. To help families acclimate to their community, one district held in-person, small group orientations for very recent newcomers. Another got special permission to provide one-on-one or small group instruction for newcomers grouped by language even when schools were shut down. Keep equity at the center and don’t hesitate to ask questions about trying new approaches: what works best for whatever is facing families and students at your school?
  3. Teachers said that they saw how access to and a shared understanding of technology were essential for all families. And relationships were central to providing that access and understanding. Using “show & tell” on families’ porches and sharing cell phone numbers and text messages helped teachers provide that extra assistance to their students. Make relationship-building central to your school culture: how can strong relationships support teaching, learning and access to resources?
  4. Students designated as English Learners didn’t all fall behind: teachers saw their growth, even after a semester of distance learning, which they demonstrated on standardized tests. They explained that co-teaching (content and “ESL” teachers working as a team) in virtual spaces helped tremendously. Don’t forget that you’re not alone as an educator – partnerships matter!

Second, we know a lot more about how to respond to a crisis in education. Since last summer 2020, I’ve worked with colleagues documenting a pilot school-community partnership that aimed to help families and educators respond to COVID-19. Meeting regularly throughout the year, we witnessed how educators, volunteers, community organizations, and families poured everything they had to support the immense challenges facing our school communities.

From this work, we created a checklist, a set of questions for school leaders to consider in “Getting Schools and Families Connected During a Crisis.” This is a living document we continue to adapt, not only as we learn more about schools’ responses and preparations for COVID-19, but also as we imagine how such a document could support a range of crises, such as those inflicted by natural disasters or events brought forth by climate change.

So, while there is perhaps more unknown than ever about this coming school year, and although we may face the same never-ending tornado of decision-making and choices, we are resilient and we have some ideas how to respond to a crisis. What is your #resilient story or successful #response to #COVID19 from last year? I welcome your thoughts @lisamdorner.

Change…& Bilingualism for All?

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Exactly one year ago today, I sat at work and saw email after email announce the closing of schools, the pausing of travel, what felt like the shutting down of society: change was certainly upon us. The COVID-19 pandemic had shuttered school buildings, forced learning (or the attempt at learning) to go online, and entirely changed our ways of life, from shopping to working to gathering with friends. And then came more reports of Black men killed by police, not to mention further injustices and inequities to various marginalized groups laid bare by the pandemic: higher rates of COVID infection and death among low-income, Black and immigrant populations, and less access to educational opportunities in urban and rural districts across the country as the pandemic spread far and wide.

In the midst of all of this, I had the opportunity to re-analyze data collected about the development of language immersion schooling in the Midwest for an edited book titled, Bilingualism for All? Raciolinguistic Perspectives on Dual Language Education in the United States by Nelson Flores, Amelia Tseng, and Nicholas Subtirelu. I see this book as part of broader conversations about educational and racial equity happening across the country right now, as we considered who has access to bilingual programs and how they work or not for marginalized populations.

Historically, the phrase “bilingual education” brings to mind specialized programs for children from immigrant families who speak languages other than English at home. In the past 20 years, however, there has been widespread development of what is now called “dual language” education, which ideally (though with many challenges) brings bilingual education to a wider group of students. Some programs aim to purposefully integrate immigrant/transnational youth who speak a shared home language (e.g., Spanish) with English-dominant youth. Other programs are designed to support bilingual and biliteracy development in children who come from mostly monolingual, English-speaking homes. This is the kind of program I followed for nearly 10 years.

I have to say, it was an amazing school and educational opportunity for a very diverse group of students. This program was designed by a bilingual African-American woman and met its main aim to bring bilingual education to Black youth whose families had never had this kind of opportunity before. However, as I discuss in the chapter of Bilingualism for All?, state and federal policies that focused on English language arts development promoted a slow shift in the school away from their founding aims. After many years of reportedly low standardized test scores, the school was pressured to change its approach to language education; as part of this, they decided that students needed to perform proficiently on English exams before they could be taught content material in another language. Essentially, this positioned Black youth in the school as “language-less” – as not even being competent in their own native language of English – completely neglecting the actual multilingual and multiliterate capacities that Black youth have and do bring to school. (For more on the richness and history of Black language in the U.S., check out the Black Language Syllabus and Marcyliena Morgan’s work.)

The change at this school was slow; it was subtle. But it had real material consequences in terms of whether and how Black youth from this city could continue to access and develop bilingualism in a way that has been possible for students who live in more advantaged circumstances. In future work with schools and educators, this underscores the importance of studying change itself, of asking why and when do we change our educational approaches, and what are the outcomes of doing so? What new policies or practices cause us to position a certain group of students in a certain way? Does this result in inequities of access or opportunity? How can we advocate for (re)changing those policies to (re)position youth and instead recognize and center their capacity and creativity?

For sure, the only lasting truth is change. The hopeful news is that if we inquire into our circumstances, if we consider a range of perspectives and unintended consequences of the policies around us, we may be able to bring about helpful rather than hurtful change. How have our current circumstances changed you? And what change do you want to bring about?