Bilingual Review/Revista Bilingüe 2023-12-20T20:10:09+00:00 Dr. Christian Faltis [email protected] Open Journal Systems <p><strong>Mission:</strong> To publish scholarship that challenges old paradigms, presents new perspectives, and advances understanding and appreciation of the Latinx diaspora.</p> <p><strong>Scope &amp; Description:</strong> A peer-reviewed cademic journal focusing on the linguistic, cultural and literary diversity of cultures in contact, especially within Latinx communities in the US. <em>The Bilingual Review/Revista Bilingüe</em> publishes both empirical (qualitative and quantitative) as well as creative scholarship. The <em>BR/RB</em> will feature empirical research in the areas of bilingualism, biliteracy, critical applied linguistics, the social context of minority education, and ethnic scholarship.</p> <p>To engage the readership with multiple forms of representation, we seek out scholarly activity expressed through the literary and visual arts. The <em>BR/RB</em> accepts a variety of genres including scholarly articles, short stories, art, poetry, literary criticism, and book reviews, in English or Spanish or across Spanish and English</p> <p>The BR/RB does not accept previously published work or papers that do not foreground Latino communities. Response time to submission is 6-8 weeks.</p> La Conciencia Crítica Empieza Temprano 2023-09-19T13:29:52+00:00 Melissa Adams Corral [email protected] Sarah Gallo [email protected] <p>Drawing upon investigaciones etnográficas with two sets of young transborder children viviendo y aprendiendo in México and the United States, en este artículo we draw upon decolonizing approaches to theorize critical consciousness formation for and with young children. Through careful attention to how children recognize inequity, critique it, and engage in a range of actions to counteract it, argumentamos que los niñes jóvenes ya están formando sus propios aspectos de la conciencia crítica. In our discussion, we highlight como esta forma auténtica de problem-posing education largely unfolds a través de dialogos con sus papas, and call for pedagogies to engage and extend transborder students’ critical consciousness in escuelas primarias.</p> 2023-12-20T00:00:00+00:00 Copyright (c) 2023 Bilingual Review/Revista Bilingüe Construyendo Comunidades a Través de las Redes Sociales Usando Spanglish 2023-07-25T15:14:07+00:00 Saira Carreto Romero [email protected] Philip P. Limerick [email protected] <p>El presente artículo examina el uso del Spanglish por parte de individuos mexicanos/mexicoamericanos en las redes sociales como una forma de construir comunidad y fomentar la solidaridad. Analizamos cómo las publicaciones en las redes sociales en spanglish se han convertido en un modo de expresión destacado, representan un significado cultural y normalizan el uso del spanglish y las prácticas culturales mexicanas con respecto a la dinámica familiar y la vida cotidiana. Los datos se recopilaron principalmente de videos de TikTok, una plataforma poco estudiada en la literatura sobre Spanglish en comparación con otros sitios (ej. Twitter, Facebook). A través de un análisis cualitativo de los datos del video, así como de los comentarios de los usuarios, se concluye que la popularidad de Spanglish está aumentando y que dicha popularidad facilita la normalización de prácticas culturales y lingüísticas entre la comunidad mexicano-americana en los Estados Unidos.</p> 2023-12-20T00:00:00+00:00 Copyright (c) 2023 Bilingual Review/Revista Bilingüe Translanguaging Between English and Spanish and Positive Identities in the Spanish as a Second Language Classroom at a Private School in Asunción 2023-08-09T18:29:30+00:00 Celina Ayelén Sanabria Ferreira [email protected] Valentina Canese [email protected] <p>Even though Paraguay is a bilingual country, most language institutes have a monolingual policy, and they do not allow students to use their first language in the classroom. This can be an obstacle to fostering positive identities, which can negatively affect students' academic success (García-Mateus &amp; Palmer, 2017). This research draws upon Translanguaging theory to explore how this practice influences the development of students’ positive identities when learning a foreign language. The study also aims to explore students’ and teachers’ perceptions of Translanguaging practices. A descriptive case study was conducted in a private school in Asunción where a Translanguaging methodology is implemented in the Spanish as a second language classroom with international students. An online survey, interviews with teachers, a focus group with students, and class observations were conducted. The data revealed that Translanguaging offers various benefits when learning a second language. For instance, Translanguaging helps in understanding new vocabulary, explaining grammar and clarifying concepts. The results showed that this practice also fosters aspects related to identity, such as self-expression. However, students and teachers also acknowledged one of the main drawbacks of Translanguaging: dominant language overuse. The general results showed that <em> </em>teachers and students perceive Translanguaging as a useful pedagogy for learning a new language and for fostering positive identities in the language classroom.</p> 2023-12-20T00:00:00+00:00 Copyright (c) 2023 Bilingual Review/Revista Bilingüe Asina is How We Talk: A Collection of Tejano Poetry Written en la Lengua de la Gente 2023-09-20T19:42:03+00:00 Elena Foulis [email protected] <p>This is a book review of <em>Asina is How We Talk: A Collection of Tejano Poetry Written en la Lengua de la Gente</em>. </p> 2023-12-20T00:00:00+00:00 Copyright (c) 2023 Bilingual Review/Revista Bilingüe In Defense of the Dead 2023-12-20T17:07:30+00:00 Randy Koch [email protected] 2023-12-20T00:00:00+00:00 Copyright (c) 2023 Bilingual Review/Revista Bilingüe To the Last Breath 2023-12-20T17:09:00+00:00 Randy Koch [email protected] 2023-12-20T00:00:00+00:00 Copyright (c) 2023 Bilingual Review/Revista Bilingüe Leaving the World 2023-12-20T17:10:11+00:00 Randy Koch [email protected] 2023-12-20T00:00:00+00:00 Copyright (c) 2023 Bilingual Review/Revista Bilingüe