Transnational language teaching activism for intercultural/bilingual education in elementary school settings

Abstract

Language teaching activism is a political movement for educational transformation where the role of teachers and languages, as a medium of instruction and literacy, are fundamental for equity and social justice. This paper analyzes the reflections from elementary school teachers from Austin (Texas, U.S.) and Oaxaca (Mexico) during a collaborative symposium to exchange transnational classroom pedagogies from February to December 2022. Specifically, it analyzes three topics: (a) curriculum critique, (b) instructional strategies, and (c) the impact of standardized high-stakes assessment. Collaboration between educators in this transnational and multiethnic context fostered critical perspectives toward the curriculum, instructional strategies, status of languages, and the assessment processes. Despite bilingual teachers being in different linguistic, educational, and political contexts, there is a common thread evident in this transnational collaboration where educator strengths inform purpose of a social justice curriculum.

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