The Urban Review

, Volume 48, Issue 3, pp 440–462 | Cite as

Exploring Instructional Practices in a Spanish/English Bilingual Classroom Through Sitios y Lenguas and Testimonio

  • Gabriela Romero
  • Christina Passos DeNicolo
  • Claudia Fradkin


Drawing from Chicana feminist perspectives and Pérez (Living Chicana theory. Third Woman Press, Berkeley, pp 87–101, 1998) theories of sitios y lenguas (space and discourses) the authors reposition understandings of teaching and learning through a qualitative case study of a first grade Spanish/English bilingual classroom. Through analysis of field notes, interviews, and the teacher’s testimonio, the authors examine how sitios y lenguas functions as a tool to identify ways that home languages and cultural backgrounds are valued resources for learning in one bilingual classroom. Findings show how theorizing classroom spaces (sitios) and the interchange of languages (lenguas) counters hegemonic discourses by providing a narrative that reclaims knowledge production of bilingual and bicultural communities (Anzaldúa in Borderlands/La frontera: the new mestizo. Aunt Lute Press, San Francisco, 1987: Darder in Latinos and education: a critical reader. Routledge, New York, pp 331–350, 1997; Villenas in Chicana/Latina education in everyday life: feminista perspectives on pedagogy and epistemology. State University Press, New York, pp 1–10, 2006).


Chicana feminist perspectives Elementary instruction Emergent bilingual Latinas/os 


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Copyright information

© Springer Science+Business Media New York 2016

Authors and Affiliations

  • Gabriela Romero
    • 1
  • Christina Passos DeNicolo
    • 2
  • Claudia Fradkin
    • 1
  1. 1.Department of Curriculum and InstructionUniversity of Illinois at Urbana-ChampaignChampaignUSA
  2. 2.Division of Teacher EducationWayne State UniversityDetroitUSA

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