Developing Critically Conscious Teachers: Shifting Ideologies and Perspectives for English Language and Biliteracy Development

• In Event: Roundtable Session 14
  In Roundtable Session: Developing Critically Conscious Teachers: Shifting Ideologies and Perspectives for English Language and Biliteracy Development

Abstract

This study examined and documented the outcomes of secondary public school teachers of English language development (ELD) from Mexico enrolled in a California University Graduate Program focused on developing ELD leaders in areas of language pedagogy, democratic schooling and critical theory. The main question addressed: What are the personal and professional dynamics teachers, across borders, negotiate in becoming transformative educators? During the program teachers became engaged in U.S. perspectives of ELD and biliteracy for Spanish speakers, encountering theoretical readings and reflections in critical pedagogy. This paper focuses on the ideologies, teachers had at program entrance and exit. Uncovered in these teachers’ journeys is an insight into how teachers perceive their social and political reality within school systems and across borders.

Authors

• Cristina Alfaro, San Diego State University

• Karen Cadiero-Kaplan, San Diego State University

• Alberto M. Ochoa, San Diego State University