top of page


At a Crossroads: Is English-Only Gaining New Ground in U.S. Education Policy?
This article examines the recent Executive Order declaring English the official language of the United States, placing it within a long history of English-only policies and their effects on multilingual learners. It argues that, despite claims of national unity, the order weakens language access protections and signals a return to restrictive, subtractive approaches that have historically marginalized non-English languages. The analysis highlights the potential consequences f
joaogoebel
Jan 181 min read


Borderlands, Identity, and Translanguaging Stance in Language Teacher Education
“Borderlands, Identity, and Translanguaging Stance in Language Teacher Education” is a chapter published in the edited volume Decolonizing Language Teacher Education: Voices from the Global North and Global South . Drawing on empirical research with bilingual teacher candidates at a Hispanic-Serving Institution (HSI) in the Midwest, the chapter examines translanguaging as a critical, decolonial pedagogical stance in language teacher education. It highlights how bilingual tea
joaogoebel
Jan 181 min read


Design-Based Research to Promote Language Equity in Teacher Education
This research article, Design-Based Research to Promote Language Equity in Teacher Education, was published in October 2023 in Elevating the Role of Creativity, Identity, & Voice in Literacy, the 44th Yearbook of the Association of Literacy Educators & Researchers (ALER). This volume centers creativity, identity, and voice as humanizing responses to current social, political, and educational challenges, highlighting scholarship that advances equity and justice in literacy res
joaogoebel
Jan 181 min read
bottom of page