“This is a Very Sensitive Point”: Bilingual Teachers' Interactions with Neo‐Nationalism in a Two‐Way Immersion Program in the United States

Concurrent with the rise in U.S. neo-nationalism is growing influx of im/migrant children nation's schools. This article explores how a group eight K-3 Brazilian bilingual teachers Portuguese-English Two-Way Immersion (TWI) program United States interact neo-nationalist discourses pertaining to theme immigration. Drawing on recent theorizing about intersections neo-nationalism, language, and education, this multi-year ethnographic study leverages multiple formal interviews informal conversations TWI educators understand their perspectives classroom practices. We found that most interviewed were keenly aware students regularly shared complex narratives immigration classrooms, at times during whole-group instruction. However, these consistently evaded opportunities engage due range perceived obstacles. The also expressed willingness eventually include narrow “positive” or “neutral” images curriculum instruction, which further decoupled issues from neo-nationalism. Findings bear implications for language education researchers practitioners since they indicate may shape elementary-school educators' orientations daily moves within classrooms designed better serve racialized students.