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R.A.I.C.E.S. (Roots): A Conceptual Framework for Community-Building That Connects Linguistic and Cultural Wealth to Support Emergent Bilinguals

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Title: R.A.I.C.E.S. (Roots): A Conceptual Framework for Community-Building That Connects Linguistic and Cultural Wealth to Support Emergent Bilinguals
Language: English
Authors: Marisol Diaz, Chrissy J. Cross, Heather K. Olson Beal, Yuan He, Lauren E. Burrow, Carrie Wrigh-Davis, Darius Tubbs
Source: TESOL Journal. 2025 16(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: English Learners, Bilingual Students, School Readiness, Faculty Development, Cultural Education, Cultural Background, Cultural Awareness, Diversity, Stakeholders, School Community Relationship, Grants, Parent School Relationship, Partnerships in Education
Geographic Terms: Texas
DOI: 10.1002/tesj.894
ISSN: 1056-7941
1949-3533
Abstract: Project R.A.I.C.E.S. ("Reaching All Individuals and Communities to Establish Success in Language Learning") is a National Professional Development grant initiative operating at Stephen F. Austin State University. Grant objectives were designed to enhance school readiness, English acquisition, and literacy outcomes for emergent bilinguals (EBs), English learners (ELs), and multilingual learners (MLLs) through collaborative professional development events involving university, community, parent, and school district partnerships. The Spanish word "raíces" translates to "roots" in English, symbolizing the project's commitment to preserving and nurturing the cultural and linguistic diversity of the community by reframing language learning within an additive paradigm. Project R.A.I.C.E.S. creates paid professional development events to build a community of professors, preservice teachers, in-service teachers, parents and caregivers of emergent bilingual children, and children in collaborative professional development sessions called "academias" (academies). Each academia positions all participants, especially parents and caregivers and their children, as key stakeholders and equal partners in the learning process to honor the community's cultural wealth, emphasizing linguistic and cultural sustainability for English language learners in educational settings. Moreover, the "academias" provide preservice and in-service teacher professional development and preparation for the TExES ESL certification exam, crucial for better meeting the needs of EBs/ELs/MLLs in rural schools.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1461224
Database: ERIC
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  Data: R.A.I.C.E.S. (Roots): A Conceptual Framework for Community-Building That Connects Linguistic and Cultural Wealth to Support Emergent Bilinguals
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  Data: <searchLink fieldCode="AR" term="%22Marisol+Diaz%22">Marisol Diaz</searchLink><br /><searchLink fieldCode="AR" term="%22Chrissy+J%2E+Cross%22">Chrissy J. Cross</searchLink><br /><searchLink fieldCode="AR" term="%22Heather+K%2E+Olson+Beal%22">Heather K. Olson Beal</searchLink><br /><searchLink fieldCode="AR" term="%22Yuan+He%22">Yuan He</searchLink><br /><searchLink fieldCode="AR" term="%22Lauren+E%2E+Burrow%22">Lauren E. Burrow</searchLink><br /><searchLink fieldCode="AR" term="%22Carrie+Wrigh-Davis%22">Carrie Wrigh-Davis</searchLink><br /><searchLink fieldCode="AR" term="%22Darius+Tubbs%22">Darius Tubbs</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Journal%22"><i>TESOL Journal</i></searchLink>. 2025 16(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22School+Readiness%22">School Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Education%22">Cultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Background%22">Cultural Background</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholders%22">Stakeholders</searchLink><br /><searchLink fieldCode="DE" term="%22School+Community+Relationship%22">School Community Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Grants%22">Grants</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+School+Relationship%22">Parent School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
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  Data: 10.1002/tesj.894
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  Data: 1056-7941<br />1949-3533
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  Data: Project R.A.I.C.E.S. ("Reaching All Individuals and Communities to Establish Success in Language Learning") is a National Professional Development grant initiative operating at Stephen F. Austin State University. Grant objectives were designed to enhance school readiness, English acquisition, and literacy outcomes for emergent bilinguals (EBs), English learners (ELs), and multilingual learners (MLLs) through collaborative professional development events involving university, community, parent, and school district partnerships. The Spanish word "raíces" translates to "roots" in English, symbolizing the project's commitment to preserving and nurturing the cultural and linguistic diversity of the community by reframing language learning within an additive paradigm. Project R.A.I.C.E.S. creates paid professional development events to build a community of professors, preservice teachers, in-service teachers, parents and caregivers of emergent bilingual children, and children in collaborative professional development sessions called "academias" (academies). Each academia positions all participants, especially parents and caregivers and their children, as key stakeholders and equal partners in the learning process to honor the community's cultural wealth, emphasizing linguistic and cultural sustainability for English language learners in educational settings. Moreover, the "academias" provide preservice and in-service teacher professional development and preparation for the TExES ESL certification exam, crucial for better meeting the needs of EBs/ELs/MLLs in rural schools.
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      – SubjectFull: Bilingual Students
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      – SubjectFull: Texas
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