World Language Teachers' Beliefs About Teaching Diverse Populations

• In Event: Infusing Equality and Social Justice Into Teacher Preparation for Content Areas

Abstract

The purpose of this qualitative study was to explore the beliefs of five practicing World Language teachers and the extent to which they positioned their practice and classroom as sites of inclusion for historically marginalized students, including students of color. Broadly, three of the five teachers appeared to espouse beliefs about students that perpetuated status quo education, such as stereotyping students of color or embracing ‘colorblindness’ in their approach to teaching. Two of the five teachers appeared to espouse beliefs about students that were representative of more inclusive teaching practices, and actively advocated for certain non-privileged student groups. Critical Race Theory provided the framework for the study, and implications for teacher education are discussed.

Author

• Hannah Carson Baggett, Auburn University