English Language Learner Preservice Teacher Identities: Efforts at Decolonization Through Study Abroad

• In Event: 42.055 - Teacher Identities and Global Contexts: Teacher Preparation, Development, and Decision Making

Abstract

In this paper, we describe and theorize the challenges and promises of exposing pre-service teachers’ identities to decolonizing, critical second language teaching experiences in one study abroad program. By analyzing the eight participants’ self-assessments, course work samples, class discussions, and ethnographic field notes, we found three main themes of identic shifts: becoming socially aware, becoming empaths, and becoming creators of loving classroom spaces. We show both tensions and our realistic hopes regarding the students and programs like this one. This critical approach to teacher preparations creates “cracks between worlds” (Anzaldúa, 2002) that allow pre-service teachers to rethink their identities as second language teachers in local and global contexts.

Authors

• G. Sue Kasun, Georgia State University

• Cinthya M. Saavedra, University of Texas Rio Grande Valley