A Critical Classroom Study of Language Oppression: Manuel and Malena’s Testimonios, “Sentía como que yo no valía nada . . . se reían de mí”

This critical classroom study of language oppression draws from the notion existing inequalities based on power relations in education research, as addressed a ethnography. explores cases two recent immigrant students, “Manuel” and “Malena,” – U.S.–Mexican border near El Paso, Texas, who were attending fifth-grade dual class at “Border PK-5 Elementary School” (pseudonyms). school followed 50/50 immersion model K-fourth grade. By fifth grade this school, 70% academic time was taught English 30% Spanish. Documented data observations students’ multimodal testimonios reveal acts linguistic bullying against immigrants their underdeveloped second language, English, when self-regulated learning work cooperative environment.