Stories From a Linguistically Diverse Student-Teacher: Challenging Monolinguism, Monoculturalism, and Deficit Thinking Theories

• In Event: 26.079 - Roundtable Session 7
  In Roundtable Session: 26.079-9 - Funny You Don't Look Like the Other Teachers: Examining Male and Candidates of Color Experiences in Teacher Education

Abstract

This narrative inquiry retells stories of a teacher-candidate transitioning into her first year of teaching and who was raised as a culturally and linguistically diverse (CLD) child. The study informs on (1) how the CLD teacher-candidate identified sources of support and obstacles (2) how the CLD teacher narratives of experience challenged monoculturalism, monolinguism and deficit thinking theories. The participant provides the image of being that “little Mexican girl that could and did become a teacher”. Recommendations for teacher education institutions are to take a stand on the use of Spanish and other languages than English for instruction at all levels and empower all teacher-candidates as curriculum makers drawing from their own and their students’ ethnic, cultural and linguistic backgrounds.

Authors

• Leslie M. Gauna, University of Houston - Clear Lake

• Christine Beaudry, Nevada State University

• Jane Mcintosh Cooper, University of Houston

• Laveria Hutchison, University of Houston