Abstract
ABSTRACT Though recent research has begun to problematize the enactment of anti-Black ideologies within dual language bilingual education (DLBE) research, fewer studies have explored how dominant raciolinguistic ideologies impact U.S. AfroLatinx learners. In this semi-systematic literature review, I examine how Blackness is (or is not) taken up in DLBE scholarship, focusing on three primary lines of inquiry: deficit orientations toward Black language, race-evasiveness, and the role of raciolinguistic ideologies in mediating identity development. This endeavor merges insights from raciolinguistic ideologies and Black-imiento to challenge the under-theorization of U.S. AfroLatinidad in DLBE and call for an expansion of research that specifically attends to the intersectional experiences of Black emergent bilinguals and developing an AfroLatinx historical consciousness in DLBE scholarship and pedagogy.
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