Performance, Perspectives, and Power: Former English Learner Preservice Teacher Candidates Discuss Literacy in Secondary Classrooms

• In Event: 72.064 - Roundtable Session 29
  In Roundtable Session: 72.064-8 - Discursive Moves in Teacher Education

Abstract

Former English Language Learners (ELLs) who become preservice teacher candidates (TCs) remain a rarely examined group in education. Yet, these TCs bring uniquely informed views of language and literacy to their work with linguistically diverse students. This qualitative study of 15 former ELL TCs examines how TCs’ linguistic and cognitive funds of knowledge informed their perceptions of their roles as teachers and use of literacy in their classrooms. ELL TCs’ stances were informed by experiences with language as performative; perspectives of their own literacy development and literate identities; and views of literacy as a powerful gatekeeper. The study demonstrates the importance of building upon TCs’ entering perspectives, giving them tools to meet the linguistic needs of their future students.

Authors

• Betina Hsieh, California State University - Long Beach

• Jacqueline Paredes, California State University - Long Beach