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The Bilingual Education Act was passed in 1968 to address the challenges faced by emerging bilingual students in U.S. schools. Fifty years later, ideologies promoting bilingual education persist with a discourse of \"one nation, one territory, one language nationalism.\" The bilingual and multiple language repertoires necessary for students to become fully participating citizens of an increasingly globalized world requires that educators invent a pedagogical framework that fosters students' critical language awareness and provides affordances for utilizing their linguistic rights. Such a pedagogical approach is explored in this article. The objective is to examine promising, rather than damaging, ideologies intentionally or nonintentionally promoted in dual language education. From our joint research analysis, we offer several encouraging practices for consideration by bilingual teachers and bilingual teacher educators.

This department highlights language learning for bi/multilingual students worldwide, from our earliest learners to early adolescent writers. It also highlights exemplary teachers and ways that they include research‐based instruction to develop bi/multilingual learners.

Purpose The purpose of this study is to present two case studies of bilingual, culturally sustaining elementary educators engaging students in daily interactive read-alouds with justice-oriented picturebooks. Design/methodology/approach Using qualitative multi-case study and ethnographic approaches, along with constant comparative methods, the authors analyzed two case studies to explore how educators work toward disruption and transformation through literacy instruction in dual language contexts. Data included interviews, classroom observations of interactive read-alouds and classroom artifacts. Findings The authors found that the teachers prepared for teaching with justice-oriented picturebooks by developing Humanizing Critical Sociocultural Knowledge (HCSK), growing critical content knowledge and enacting culturally sustaining pedagogical knowledge. The authors argue that culturally sustaining literacy instruction requires that teachers not only curate justice-oriented texts but also cultivate their own HCSK through lived experience, activism and pedagogical preparation to create student-centered interactive read-aloud spaces. Research limitations/implications This article underscores the consequential development of educators’ HCSK and culturally sustaining pedagogies as foundational to justice-oriented literacy instruction, which should be emphasized in teacher education research and programs. Practical implications This article demonstrates that critical interactive read-alouds are most effective when teachers intentionally prepare through ongoing self-reflection, activism and purposeful text curation that centers students’ lived experiences. Originality/value This article offers an original contribution by shifting the focus from text selection to the critical preparation and humanizing sociocultural knowledge teachers must cultivate to meaningfully enact culturally sustaining interactive read-alouds with justice-oriented texts.

This column showcases winners of the 2024 Charlotte Huck Award for Outstanding Fiction for Children.

The NCTE Charlotte Huck Award for Outstanding Fiction for Children is celebrating its tenth-year anniversary. This award pays homage to the work of Dr. Charlotte S. Huck, a beloved children's literature expert, whose journey began with a childhood surrounded by stories. Here, the winners of the 2024 Charlotte Huck Award for Outstanding Fiction for Children are presented.

Research on Hispanic-Serving Institutions (HSIs) has often focused on student outcomes on the basis of graduation rates or enrollment rates. This chapter draws on data from a self-study of us, as teacher educators, at an HSI—specifically a Hispanic-Serving College of Education, reflecting on our learning and practice of Culturally Sustaining Pedagogy or Culturally Sustaining Pedagogy. The “overwhelming presence of whiteness” in teacher education programs leads to the silencing of people of color. G. A. Garcia noted that the HSI organizational identity has been constructed/studied through legitimized norms that value measures such as graduation rates. She argues for obtaining the perspectives of students, administrators, tenure-track professors, and staff in order to understand institutional and cultural perspectives. As the enrollment of Latinx students continues to increase at HSIs and additional universities are designated as HSIs, it is vital to examine the role of faculty in the academic and personal success of Latinx students.

This column showcases winners of the 2024 Charlotte Huck Award for Outstanding Fiction for Children.