The purpose of this article is to document a study where we problematized the notion of meaningful instruction in the context of problem-based learning for culturally and linguistically diverse students. We analyzed 32 lessons with independent measures of the levels of integration of multicultural content and culturally responsive teaching and found the “real-world and meaningful” problems, a key feature of PBL, are laden with mainstream-centric perspectives. Furthermore, the majority of PBL lessons lack attention to social justice, equity, and decolonization. The central argument is that trends in education cannot simply be taken off a shelf and replicated in culturally and linguistically diverse classrooms without taking affirmative steps to support teachers’ understanding of the need for multicultural education. Implications include reforming teacher education and grants supporting teacher professional development toward the inclusion of multicultural perspectives.

This article summarizes the literature on the design of a conceptual framework for secondary translanguaging classrooms. As school districts move to expand dual language programs beyond elementary schools, they are obligated to ensure that these programs are grounded in sound educational theory. Rooted in culturally sustaining perspectives, we propose a conceptual framework for dynamic dual language programming that is inclusive of translanguaging pedagogies. This conceptual framework includes key scholarship on language planning from sociocultural perspectives and offers examples of instructional approaches aligned to these perspectives. The purpose of this manuscript is to inform practice and suggest areas of potential research for secondary dual language education.

The dual pandemic of 2020 that includes racism and COVID-19 demonstrates the need for students to become socially responsible and critically conscious world citizens. Students in the middle grades are developing their sense of identity while concomitantly trying to understand the complex world around them. While many teachers understand the need for critical pedagogy, many still struggle to find time to teach rigorous content standards while integrating social justice education. In this article, we propose the four pillars of Critical-Problem Based Learning (Critical-PBL). Using critical standards, critical problems, critical content, and critical discourse, we offer a framework to support teachers in creating a space for students to learn how to name injustices and work toward social transformation. As a white male, it is easy during these times for people to say, "These issues don't apply to me..." I shy away from those comments, and instead, place the responsibility on me to teach students culturally diverse and sensitive topics in order to empower more to learn about perspective and social studies as it applies to them. As I have started doing this more and more, I feel like I have touched many people, and made them excited to learn in my content area...