ABSTRACT
This chapter provides an overview of a Texas school district’s process in growing dual language bilingual education (DLBE) to what eventually became over fifty new DLBE programs in the span of three years. The case study delves into the advantageous process of creating a bilingual redesign committee (BRC) to not only facilitate DLBE expansion, but also to cultivate a strong communal foundation for DLBE in the district to ensure the program’s effectiveness and sustainability. The format of the BRC interrogated power structures and historicized schools, and the processes within the BRC involved critical listening and engaging in discomfort. In these ways, educators at the BRC meetings embodied critical consciousness. The case narrative will share reflections from this BRC process. The end of the chapter will provide two activities for setting objectives and structuring an agenda for your own BRC.
