[Edling] Fwd: BER SIG Webinar on Identity and TWBE: NEXT FRIDAY!

[Deborah Palmer via Edling]

Dear Colleagues:

Please help spread the word widely about this upcoming webinar, sponsored by the Bilingual Education Research SIG, that will highlight our recently published Special Issue in the International Journal of Bilingual Education and Bilingualism, on Identity and TWBE: Considering Student Perspectives. Laura Hamman and I co-edited the issue, which includes articles that span a range of theoretical frameworks, age/grade levels, and contexts, exploring students’ experiences and identity construction in Two-way bilingual programs.

Below the flier, I’ve pasted citations and links for the articles. 
Webinar will take place January 22, 11-12:30 PST, 2-3:30 EST.
Here is the link to sign up (it is also a live link on the PDF): https://www.eventbrite.com/e/aera-ber-sig-special-event-identity-and-two-way-bilingual-education-tickets-136471416681 <https://www.eventbrite.com/e/aera-ber-sig-special-event-identity-and-two-way-bilingual-education-tickets-136471416681> 

Thank you and hope to see you there!
_____________________
Deb Palmer, Ph.D.
She/ella

Professor, Equity, Bilingualism and Biliteracy
School of Education | UCB 249 
University of Colorado Boulder
Boulder, CO 80309-0249
traditional territories of the Arapaho, Cheyenne, and Ute Nations
 
debpalmer at colorado.edu 
office hours: http://tinyurl.com/qg89vrs 
www.colorado.edu/education



> Begin forwarded message:
> 
> From: Laura Hamman <Laura.Hamman at Colorado.EDU>
> Subject: Re: BER SIG Webinar on Identity and TWBE
> Date: January 14, 2021 at 9:23:11 AM MST
> To: Deborah Palmer <debpalmer at Colorado.EDU>
> 

IJBEB Special Issue: “Identity and Two-Way Bilingual Education: Considering Student Perspectives”


Special Issue Articles:

1.     Hamman-Ortiz, L., & Palmer, D. (2020). Identity and two-way bilingual education: Considering student perspectives: Introduction to the special issue, International Journal of Bilingual Education and Bilingualism, https://www.tandfonline.com/doi/full/10.1080/13670050.2020.1819096 <https://www.tandfonline.com/doi/full/10.1080/13670050.2020.1819096>.

2.     Chaparro, S. (2020). Martín and the pink crayon: Peer language socialization in a kindergarten bilingual classroom, International Journal of Bilingual Education and Bilingualism, https://www.tandfonline.com/doi/full/10.1080/13670050.2020.1786495 <https://www.tandfonline.com/doi/full/10.1080/13670050.2020.1786495>.

García-Mateus, S. (2020). Bilingual student perspectives about language expertise in a gentrifying two-way immersion program, International Journal of Bilingual Education and Bilingualism, https://www.tandfonline.com/doi/full/10.1080/13670050.2020.1797627 <https://www.tandfonline.com/doi/full/10.1080/13670050.2020.1797627>.
Hamman-Ortiz, L. (2020). Becoming bilingual in two-way immersion: Patterns of investment in a second-grade classroom, International Journal of Bilingual Education and Bilingualism, https://www.tandfonline.com/doi/full/10.1080/13670050.2020.1783637 <https://www.tandfonline.com/doi/full/10.1080/13670050.2020.1783637>.
de Jong, E., Coulter, Z. & Tsai, M. (2020). Two-way bilingual education programs and sense of belonging: Perspectives from middle school      students, International Journal of Bilingual Education and Bilingualism, https://www.tandfonline.com/doi/full/10.1080/13670050.2020.1783635 <https://www.tandfonline.com/doi/full/10.1080/13670050.2020.1783635>.
Salerno, A., Kibler, A., & Hardigree, C. (2020). ‘I’ll be the hero’: How adolescents negotiate intersectional identities within a high school dual-language program, International Journal of Bilingual Education and Bilingualism, https://www.tandfonline.com/doi/full/10.1080/13670050.2020.1784086 <https://www.tandfonline.com/doi/full/10.1080/13670050.2020.1784086>.
Mortimer, K., & Dolsa, G. (2020) Ongoing emergence: Borderland high school DLBE students’ self-identifications as lingual people, International Journal of Bilingual Education and Bilingualism, https://www.tandfonline.com/doi/full/10.1080/13670050.2020.1783636 <https://www.tandfonline.com/doi/full/10.1080/13670050.2020.1783636>.
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