Linguistic Identities and Pedagogy of Transnational Dual Language Teachers: Practitioner Perspectives From the U.S.-Mexico Frontera

• In Event: 16.060 - Roundtable Session 3
  In Roundtable Session: 16.060-18 - Bilingual Teachers: Preparation and Perspectives

Abstract

This ethnographic study explored how the linguistic repertoires of bilingual transnational teachers shape their pedagogy within public education on the U.S.-Mexico borderlands, the frontera (Anzaldúa, 1987; Staudt, 2008). Within a transnational context, the histories of teachers’ multiple identities were analyzed drawing from sociocultural theory (NLG, 1996) emphasizing Funds of Knowledge (González, Moll, & Amanti, 2005), and the Continua of Biliteracy (Hornberger, 2004). Data sources included in-depth interviews, observations, and artifacts. Findings showed the intertwining of language and identity in seven practitioners’ narratives and practices. Within the borderlands, bilingualism and pedagogical practices illustrate both structure and agency. Intersections between language, culture, and identity were central to the study. Bilingual educators benefit from practice that incorporates the full range of linguistic repertoires.

Author

• Brenda Oriana Aranda, Northern Illinois University