Identity and two-way bilingual education: considering student perspectives: introduction to the special issue
Laura Hamman Ortiz, Deborah K. Palmer
págs. 1-6
Ongoing emergence: borderland high school DLBE students’ self-identifications as lingual people
Katherine S. Mortimer, Gabriela Dolsa
págs. 7-19
‘I'll be the hero’: how adolescents negotiate intersectional identities within a high school dual-language program
April S. Salerno, Amanda K. Kibler, Christine N. Hardigree
págs. 20-33
Bilingual student perspectives about language expertise in a gentrifying two-way immersion program
Suzanne G. Mateus
págs. 34-49
Martín and the pink crayon: peer language socialization in a kindergarten bilingual classroom
Sofía E. Chaparro
págs. 50-68
Becoming bilingual in two-way immersion: patterns of investment in a second-grade classroom
Laura Hamman Ortiz
págs. 69-83
Two-way bilingual education programs and sense of belonging: perspectives from middle school students
Ester J. de Jong, Zach Coulter, Min-Chuan Tsai
págs. 84-96