Our Special Issue "Answerability in Dual Language Bilingual Education" Is Out Now

Dear Bilingual Review/Revista Bilingüe Family,

The Bilingual Review/Revista Bilingüe is excited to announce the publication of our special issue, Vol. 36, No. 2 (2024): Answerability in Dual Language Bilingual Education.

This very special issue is the result of a collaboration between a multitude of scholars from across the nation and across multiple fields. Guest Editor Dr. Dan Heiman’s introduction highlights the contributions and research of the special issue’s other eight authors who discuss the concepts of answerability and accountability to the communities served by bilingual education programs.

The issue’s first article, “Protecting, Learning, and Connecting: A Portrait de Una Familia Bilingüe en Lenguaje Dual—Flor, Samuel, y Melanie” by Dr. Jasmine Alvarado, offers a portrait of a bilingual family to humanize both the process of administering bilingual education and the recipients of that same education.

In the next article, “Accountability Through Vulnerability: Embracing Emotion in Teaching and Research,” Dr. Rachel Snyder Bhansari illustrates the value of listening to bilingual teachers in the field and the value of their emotional responses to the navigation of dominant pedagogical views about bilingual education.

Furthering the discussion of emotions and positionality within academia, Drs. María Cioè-Peña and Justin L. Bullock’s article, “From the Field to the Cancha: Reimagining (Language) Education as a Collective Endeavor,” uses autoethnographic examples to connect with issues throughout the academic landscape when it comes to bilingual education.

The Spanish-language article “El antagonismo entre la filantropía educativa de riesgo y el control comunitario: El caso de las escuelas pequeñas en Milwaukee” by Dr. Andrew Hurie continues this discussion on the issues of bilingual education program development, delving into the negative possibilities of privatization and venture philanthropy involvement in the construction of a bilingual curriculum in Milwaukee, Wisconsin.

Next, Dr. Sofía E. Chaparro focuses her research on the benefits of community and advocacy in bilingual education development in her article, “Coalition-Building in TWBE: Activism, Allyship, and Empowerment as a Way Forward.”

The final article, “‘We Need to Revisit the “Whys” all the Time’: Re-visiting Pláticas with Members of a Dual Language Bilingual Education School for Community ‘Whys’ and Researcher Answerability” by Dr. Kathryn Henderson, she illuminates the need for educators to consistently evaluate their own motivations and accountability to served communities in order to be effective in the classroom.

To close this special issue, the renowned Dr. Claudia Cervantes-Soon offers her poignant commentary, “Embracing Answerability in Dual Language Bilingual Education Research: Toward a Vision of Anticolonial Solidarity.”

As for the artwork and literature featured in this special issue, The Bilingual Review/Revista Bilingüe would like to thank Martha Samaniego Calderón for the cover art and Dr. G. Sue Kasun for her poem, “Navigator, the “American” Bilingual Bridger.”

Please forward this issue’s link (https://bilingualreviewjournal.org/) to your colleges and colleagues and encourage them to submit to The Bilingual Review/Revista Bilingüe. Also, please share this issue on social media with friends, family, and readers so this issue can get the furthest reach possible.

Thank you to all the contributors, reviewers, and editors for making this issue possible.

-The Bilingual Review/Revista Bilingüe Editorial Team