A community sin vergüenza: Considerations when designing classroom spaces for bi/multilingual students to speak, listen, and be heard

This article explores the parallels experienced when pre-service teachers and those teaching multilingual students in elementary school design classroom spaces around the Right of the Learner to speak, listen, and be heard. We share examples of democratic commitments and shifts in our own understandings of the role of the teacher and professor. We also discuss the importance of being willing to be with students as they shed the shame that may have kept them silent in other classroom settings. This article explores what it means for educators to make room for multilingual students to use their voices and embrace their ideas sin vergüenza, without shame. Melissa, assistant professor of mathematics education: During my years as a bilingual elementary teacher, I conceptualized my work as a form of community organizing. What that meant, at the time, was the need to address the way so many of my students had been silenced at school and made to feel that knowledge and solutions to problems came from authority figures (Adams, 2018). As a mathematics teacher educator at a predominantly LatinxFootnote1