Nelson Flores
Dr. Flores has a Ph.D. in Urban Education from the CUNY Graduate Center. His research attempts to bridge theory and practice in ways that transform educational programming for language minoritized students. His research agenda works to (1) problematize current trends in language education that reproduce oppressive language ideologies (2) develop new research methodologies for analyzing language practices of these oppressive frameworks, and (3) re-imagine language education in ways that resist these ideologies.
Address: Philadelphia, Pennsylvania, United States
Address: Philadelphia, Pennsylvania, United States
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education (DLE) programs across the United States. Many of these
programs are located in relatively affluent areas with large numbers of
white professional families. Yet, most Latinx students attend highpoverty
schools. In this article, we use the School District of Philadelphia
as a case study of efforts to expand DLE in such high-poverty schools
with large concentrations of Latinx students. We first offer a historical
overview of bilingual education in Philadelphia, emphasizing the ways
that broader political and economic challenges impeded efforts to
develop and sustain quality programs. We then examine a recent effort
to expand DLE in the district. Using case studies of three different
schools, we illustrate the ways that broader racialized histories that have
created and exacerbated the segregation and poverty of Latinx
communities within the city have made it difficult for these programs to
be successfully implemented.
ideology that frames racialized students as linguistically deficient
and in need of remediation. I propose language architecture as an
alternative framing of language that can serve as a point of entry for
resisting these raciolinguistic ideologies in both research and practice.
I use this framework as a lens for analyzing the literacy demands
of the Common Core State Standard (CCSS). Using data collected as
part of a larger ethnographic study, I illustrate how Latinx children
from bilingual communities have unique opportunities for engaging
in the language architecture called for in the standards. I then
describe a unit plan that I developed from this perspective. I end
with a call for situating language architecture within broader political
struggles seeking to dismantle the political and economic inequities
that are the root causes of deficit perspectives of Latinxs and other
racialized students.
instruction.We then illustrate how the CR approach builds on more contemporary understandings of language and language development, noting its compatibility with the CCSS, and providing an example of what this approach looks like in a twelfth-grade English literature class for ELs. Building from this example, we illustrate the general framework for developing lessons from a CR perspective that align with the CCSS and can be used across a variety of instructional settings. Finally, we discuss what policies and opportunities for teacher professional development might be conducive to supporting this instructional approach and to ensuring that the CCSS is implemented in ways that maximize EL academic achievement and engagement.
radicalism conceptualized this empowerment as liberation from hegemonic Whiteness while liberal multiculturalism conceptualized this empowerment as assimilation into hegemonic Whiteness. I then examine the ways that
the institutionalization of bilingual education erased race radicalism through reframing the debate around whether these programs should be subtractive or additive. I conclude by arguing that this dominant framing of bilingual
education debates continues to reproduce hegemonic Whiteness in ways that marginalize language-minoritized students.
informed by monoglossic language ideologies that marginalize the
dynamic bilingualism of emergent bilinguals. Recent developments
in applied linguistics that advocate for heteroglossic language ideologies offer an alternative for standards-based reform. This article argues that standards-based reform initiatives will not be able to address the needs of emergent bilingual students unless they create ideological spaces that move away from monoglossic language ideologies toward heteroglossic language ideologies and implementational spaces that provide concrete tools for enacting this vision in the classroom. With a particular focus on the Common Core State Standards in the U.S. context, the article develops a vision for standards-based reform that begins to affirm and build on the dynamic bilingualism of emergent bilingual students. Specifically, the article explores two classrooms
and the New York State Bilingual Common Core Initiative as starting points for theorizing how to develop ideological and implementational spaces that infuse heteroglossic language ideologies into standards-based reform initiatives while also emphasizing the role of monoglossic approaches to assessments in ultimately undermining the attempts that are currently being made.
for language-minoritized populations, this re-appropriation was eventually reincorporated into hegemonic language ideologies that continue to reproduce colonial relations of power that erase the fluid language practices of language minoritized students. The article ends with some recommendations for moving toward a language ideology that allows subaltern voices to be heard outside of colonial relations of power.
education (DLE) programs across the United States. Many of these
programs are located in relatively affluent areas with large numbers of
white professional families. Yet, most Latinx students attend highpoverty
schools. In this article, we use the School District of Philadelphia
as a case study of efforts to expand DLE in such high-poverty schools
with large concentrations of Latinx students. We first offer a historical
overview of bilingual education in Philadelphia, emphasizing the ways
that broader political and economic challenges impeded efforts to
develop and sustain quality programs. We then examine a recent effort
to expand DLE in the district. Using case studies of three different
schools, we illustrate the ways that broader racialized histories that have
created and exacerbated the segregation and poverty of Latinx
communities within the city have made it difficult for these programs to
be successfully implemented.
ideology that frames racialized students as linguistically deficient
and in need of remediation. I propose language architecture as an
alternative framing of language that can serve as a point of entry for
resisting these raciolinguistic ideologies in both research and practice.
I use this framework as a lens for analyzing the literacy demands
of the Common Core State Standard (CCSS). Using data collected as
part of a larger ethnographic study, I illustrate how Latinx children
from bilingual communities have unique opportunities for engaging
in the language architecture called for in the standards. I then
describe a unit plan that I developed from this perspective. I end
with a call for situating language architecture within broader political
struggles seeking to dismantle the political and economic inequities
that are the root causes of deficit perspectives of Latinxs and other
racialized students.
instruction.We then illustrate how the CR approach builds on more contemporary understandings of language and language development, noting its compatibility with the CCSS, and providing an example of what this approach looks like in a twelfth-grade English literature class for ELs. Building from this example, we illustrate the general framework for developing lessons from a CR perspective that align with the CCSS and can be used across a variety of instructional settings. Finally, we discuss what policies and opportunities for teacher professional development might be conducive to supporting this instructional approach and to ensuring that the CCSS is implemented in ways that maximize EL academic achievement and engagement.
radicalism conceptualized this empowerment as liberation from hegemonic Whiteness while liberal multiculturalism conceptualized this empowerment as assimilation into hegemonic Whiteness. I then examine the ways that
the institutionalization of bilingual education erased race radicalism through reframing the debate around whether these programs should be subtractive or additive. I conclude by arguing that this dominant framing of bilingual
education debates continues to reproduce hegemonic Whiteness in ways that marginalize language-minoritized students.
informed by monoglossic language ideologies that marginalize the
dynamic bilingualism of emergent bilinguals. Recent developments
in applied linguistics that advocate for heteroglossic language ideologies offer an alternative for standards-based reform. This article argues that standards-based reform initiatives will not be able to address the needs of emergent bilingual students unless they create ideological spaces that move away from monoglossic language ideologies toward heteroglossic language ideologies and implementational spaces that provide concrete tools for enacting this vision in the classroom. With a particular focus on the Common Core State Standards in the U.S. context, the article develops a vision for standards-based reform that begins to affirm and build on the dynamic bilingualism of emergent bilingual students. Specifically, the article explores two classrooms
and the New York State Bilingual Common Core Initiative as starting points for theorizing how to develop ideological and implementational spaces that infuse heteroglossic language ideologies into standards-based reform initiatives while also emphasizing the role of monoglossic approaches to assessments in ultimately undermining the attempts that are currently being made.
for language-minoritized populations, this re-appropriation was eventually reincorporated into hegemonic language ideologies that continue to reproduce colonial relations of power that erase the fluid language practices of language minoritized students. The article ends with some recommendations for moving toward a language ideology that allows subaltern voices to be heard outside of colonial relations of power.
implications of this literature in exploring sociopolitical issues in bilingual education. This chapter ends with a call for scholars of bilingual education to engage in more interdisciplinary work that considers insights from scholarship on neoliberalism as well as talks back to this work by using studies of bilingual education to clarify and refine current conceptualizations of neoliberalism.