"#The Struggle": An Analysis of Literate Identities in Bilingual Preservice Teachers' Biliteracy Stories

• In Event: Roundtable Session 13
  In Roundtable Session: Overcoming Fear, Fostering Understanding: Preservice Teacher Identity

Abstract

This qualitative research study was conducted for the purpose of investigating how bilingual preservice teachers have experienced biliteracy throughout their lives in order to draw on or counter their experiences as they prepare for their roles as bilingual teachers. The participants were 15 bilingual preservice teachers who created texts to share their biliteracy stories while in the bilingual teacher preparation program. Using constant comparative method, the analysis revealed patterns in the preservice teachers’ stories. Similarities were found in influences to biliteracy development, the struggles to maintain their biliteracy and bilingualism, and the present experience of reconnecting and reclaiming their biliterate identity.

Authors

• Idalia Nunez, The University of Texas - Austin

• Doris Villarreal, The University of Texas - Austin

• Samuel DeJulio, The University of Texas - Austin