Latinas Crossing and Building Bridges into Dual Language Bilingual Education

Abstract

In this article, we examine the trajectories of five Latina teachers in Massachusetts, las maestras, into the field of dual language bilingual education (DBLD). Based on a year-long ethnography and grounded in a theoretical lens that integrates entanglement, borderland, and Latina feminist theories, we found that key practices of cultural wealth – carried and enacted by family and community networks across time and place – acted in concert with las maestras’ own intuition and authorship to bridge their path into the DLBE profession. We highlight las maestras’ experiences as bilingual learners and draw attention to the role of coherence systems in DLBE teacher preparation.

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