Centering Translanguaging and Critical Consciousness in Chinese/English Dual Language Bilingual Education Programs

Despite the prevalence of Chinese usage in the U.S. and in the world, Chinese language ranks low in K-12 language instruction. U.S. education policies and programs have historically excluded and disserved Chinese ancestry students. While the current research about language and literacy proficiency in Mandarin/English DLBE programs is warranted, areas of urgency for further examination include the development of critical consciousness and translanguaging pedagogy to educate for equity and justice.