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This qualitative study examined a group of 41 bilingual preservice teachers who participated in a multi-year professional learning course lab project. The project implemented the change laboratory (CL) methodological framework during the same semester that the participants were teaching students in their field placements. The data analyzed for this study were obtained from one CL session of a Play-Doh activity, which was conducted across three cohorts. The narrative research methodology was employed, applying the lens of social imagination to analyze the data. During the activity, participants used Play-Doh to construct their visual narratives collaboratively and individually, presenting emic beliefs and desired practices as related to teachers’ personal theorizing, highlighting bilingual preservice teachers’ own cultural ways of being, knowing, and doing from their transnational communities. The findings indicate that art-mediated visual narratives can aid bilingual preservice teachers in materially and symbolically developing their professional agency. Implications for the role of art mediation in teacher education research are also discussed. By collectively understanding these personal and professional transformations, bilingual preservice teachers validate their experiential reality and establish co-mentored learning sources for one another, changing mainstream teacher preparation practices in predominantly White postsecondary contexts. (191 words)

The molecular mechanisms that ensure faithful transcription of genetic information are still unclear. Chung et al. identify various genes, alleles and processes that affect the fidelity of transcription multiple organisms, suggesting evolutionary conservation of fidelity factors, and compare the error rate of transcription among these species.

While the methodology of formative intervention research has long been established, the aspect of new instrumentality of Change Laboratory is fragmentally documented. Therefore, in this study, we modified two major Change Laboratory mediating tools used in bilingual student-teaching seminars, namely the disturbance diary and four-field model . These two empirically investigated Change Laboratory tools have mediated transformative agency within the collective movement toward identity formation as the Change Laboratory participants (bilingual preservice teachers) conveyed their dilemma of to-be or not-to-be a bilingual teacher. We provide evidence on the relationship between the bilingual preservice teachers’ identity formation and their participation in the Change Laboratory intervention. The analysis made salient the role of two new Change Laboratory mediating tools, the adapted disturbance diary and individually generated four-field models, for the bilingual preservice teachers’ collective transformation in bilingual teaching. It also crystallized the importance of deepening the bilingual preservice teachers’ analysis of multiple languages and pedagogy as understood in the new bilingual teaching model in the Change Laboratory intervention.

Immigrant parents have varied yet comparable language ideologies, perspectives, and experiences. In this qualitative case study, 67 immigrant parents were interviewed, 37 Chinese and 30 Latinx, whose children were enrolled in Mandarin-English and Spanish-English bilingual after-school programs at two urban public elementary schools in the U.S. Northeast megalopolis. Critical discourse analysis of the interview transcripts revealed parents' encompassing beliefs in bilingual education as a sociocultural investment in learning Chinese and Spanish. The study identifies three types of sociocultural investment: enrichment, empowerment, and emancipation. Enrichment is premised on the immigrant parents' expectations of additive bilingual development in their child's education. Empowerment is rooted in the immigrant parents' agentic motivations to instrumentalize their child's non-English language and provide cultural capital for immediate and transnational contexts. Emancipation emerges from immigrant parents' experiences of liberation from subtractive bilingualism, limited educational experiences, and negative associations of ethnolinguistic identity institutionalized by the dominant (White) English-speaking society. These findings indicate that the cultures and languages transmitted through immigrant parents' sociocultural investment in bilingualism are equally transmissible through investment in bilingual education.

The post-pandemic world has witnessed a surge in linguistic racism; anti-Asian stigma has not only altered bilingual education but also created tensions for immigrant families and teachers from Asian American and Pacific Islander (AAPI) communities. In this conceptual article, Vygotsky's concept of "perezhivanie" is employed to examine the historical contradictions of anti-Asian stigma refracted in educational contexts. Narratives and vignettes from publicly available Internet archival data are used to illustrate the contradictions. The author then offers reflections on the AAPI teacher shortage as related to these refractions and recommends the establishment of a more equitable pipeline for bilingual AAPI teachers.

The article presents case studies on Pseudomonas peritonitis in Chinese men with peritoneal dialysis. A 32-year-old Chinese man with polycystic kidney disease had persistent abdominal pain, fever, and 92% neutrophils, while the 42-year-old Chinese man presented with septic shock. The patients were treated through early intraperitoneal lavage using physiologic saline and multiple drainage tubes and Penrose drains application as well as antibiotic therapy.