Bilingual Review/Revista Bilingüe 2024-04-24T16:15:44+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> Multiliteracies and Translanguaging Pedagogies for Emergent Multilingual Learners in the Elementary Classroom 2022-07-13T03:12:45+00:00 Lucia Cardenas Curiel [email protected] Autumn Manzo [email protected] Alejandro Sifuentes [email protected] Lara Becker [email protected] <p>In this article, we describe how to merge translanguaging and multiliteracies pedagogies to teach emergent multilingual learners in elementary classrooms. We use research-based classroom practices as examples to demonstrate how to authentically engage emergent multilingual learners and support their linguistic development and disciplinary knowledge.</p> 2024-04-24T00:00:00+00:00 Copyright (c) 2024 Bilingual Review/Revista Bilingüe Transforming Post-Secondary Classrooms with Translanguaging Pedagogy and Practice 2023-11-17T18:01:19+00:00 Sara Abi Villanueva [email protected] <p>In this paper, I reflect on the need to provide equitable learning opportunities for multilingual students in post-secondary education (PS). Educators must adopt a translanguaging pedagogy to successfully promote and implement translanguaging strategies, specifically codemeshing, which allows multilinguals to challenge socially accepted dominant languages, like English, and develop and strengthen their critical literacy skills. I pose two questions that guide my critical reflection on why and how post-secondary institutions (PSIs), educators, and students benefit from translanguaging pedagogies and strategies: (a) What do translanguaging scholars say about the transformative properties of translanguaging pedagogies in PSIs? (b) How can a translanguaging strategy, like codemeshing, better prepare PS students to develop and strengthen critical literacy skills? I critically examine how transformative translanguaging pedagogies can equip multilingual students with the critical literacy skills needed in this ever-evolving 21st-century world.</p> 2024-04-24T00:00:00+00:00 Copyright (c) 2024 Bilingual Review/Revista Bilingüe La integración de las ciencias y la ingeniería en aulas bilingües de doble inmersión 2024-01-19T20:42:52+00:00 Dr. Marialuisa Di Stefano [email protected] Dr. Elenita Irizarry-Ramos [email protected] Dr. Rafael Cuevas-Rivera [email protected] Dr. Alberto Esquinca [email protected] Dr. Idalis Villanueva-Alarcón [email protected] Yokaira Lopez-Tifa [email protected] <p>This study explores the use of a professional development program (PDP) to address the realities of multilingual students and teachers in bilingual and dual language (BDL) education, with a focus on situating science and engineering (S&amp;E) practices in BDL education. The program was taught by a multilingual and multicultural team of authors using translanguaging practices and was attended by 24 K-5 BDL teachers from Massachusetts and Puerto Rico. The study investigates teachers' development and implementation of curriculum materials during the summer and fall of 2021 and examines how teachers included biliteracy and bilingual practices in their S&amp;E activities. The study also explores teachers' expressions of the constraints on integrating S&amp;E within BDL education. Statistical analysis suggests that the PDP led to advancement in teachers' understanding of how to include S&amp;E principles in their classrooms. The study identified different ways that BDL education teachers approached the<br>integration of S&amp;E principles within BDL education.</p> 2024-04-24T00:00:00+00:00 Copyright (c) 2024 Bilingual Review/Revista Bilingüe Los Pañuelos 2024-04-19T19:38:09+00:00 Alfredo Arevalo [email protected] 2024-04-24T00:00:00+00:00 Copyright (c) 2024 Bilingual Review/Revista Bilingüe Folklorico 2024-04-19T19:39:23+00:00 Alfredo Arevalo [email protected] 2024-04-24T00:00:00+00:00 Copyright (c) 2024 Bilingual Review/Revista Bilingüe Folklorico 2024-04-19T19:41:02+00:00 Alfredo Arevalo [email protected] 2024-04-24T00:00:00+00:00 Copyright (c) 2024 Bilingual Review/Revista Bilingüe Todo, Todo 2024-01-28T13:06:31+00:00 Jonathan Lloyd [email protected] 2024-04-24T00:00:00+00:00 Copyright (c) 2024 Bilingual Review/Revista Bilingüe