The TexLER Committee proudly presents the 2019
​keynote speakers, Dr. Martha Bigelow and Dr. Lilliana Patricia Saldaña!

Dr. Kathryn Henderson

​Keynote Abstract:

Language Ideology Continua: Status, Variation, & Participation

Dual language bilingual education (DLBE) programs with the goals of bilingualism, biliteracy, and biculturalism are increasing in numbers across the United States, in part due to new large-scale initiatives. As such, they are critical sites for exploring language ideology variation. Drawing on a larger study of language ideological inquiry, this presentation shares predominantly interview data to explore the language ideologies of teachers implementing a district-wide DLBE program in central Texas. The data reveal the multiplicity, complexity, and tensions within the language ideologies articulated and indexed by participants. DLBE teachers made statements ranging from assimilationist to pluralist in nature along three language ideology continua of language status, variation, and participation. Teachers’ comments revealed ideological tension when simultaneously indexing assimilationist and pluralist discourses. Implications for DLBE policy and implementation are discussed.  




​Visit Dr. Henderson's profile.
​

Dr. Lilliana Patricia Saldaña

Keynote Abstract: ​

Bridging Mexican American Studies and Bilingual Education for Transformative Solidarities in the Tejas borderlands

This keynote discusses the need to strengthen connections between Mexican-American Studies and Bilingual Education. Both MAS (or Chicana and Chicano Studies) and bilingual education emerged as instructional programs during the Chicana and Chicano movement to rectify systemic linguistic, cultural, epistemic oppression. As such, it is not a coincidence that these fields share common goals in their efforts to fortify student identity, culture, self-awareness, and academic success. Unfortunately, these fields have not always worked together to achieve their goals. While MAS and BE programs occur in different academic spaces, one at the university level and one at the elementary to middle school level, there is a need to expand MAS curriculum across grades K-12. Students at the university level in MAS programs often emerge from generational experiences of linguistic violence to the degree that they do not speak or understand Spanish. Alternatively, teachers seeking bilingual certification often do not acquire understandings of the Mexican-American experience in their coursework. Thus, there remains an epistemological gap that must be bridged. Expanding MAS curriculum into the bilingual classroom will positively affect the way bilingual students experience culture and develop self-identity and consciousness. 


Visit Dr. Saldana's profile.