ABSTRACT
Dual language education programs are typically privileged within the landscape of bilingual education programmatic models. One of the ideologies that constrains bilingual teachers’ curricula for dual language instruction is the separation of languages based on subject area, time of day, day of week, or other forms of alternation. Dual language education that is not a remedy to fix a problem with immigrant children and their families encourages the conditions for cultivating identities that can become bilingual, bicultural and biliterate. Equally as important is noting when specific language varieties such as Tex-Mex or Chicano Spanish are foregrounded and other varieties such as standard Spanish or English are backgrounded. Since ideologies are embedded in the language and images in Latinx literature, parents and teachers pay attention to authenticity, bias, representations, and intended or unintended messages. The practice of humanizing pedagogy respects the fundamental human right of all learners to access their heritage language as they transition to new ways of being.
