Understanding How Middle School Latina Language Teachers Negotiate Internalized Raciolinguistic Ideologies in New Latina/o Communities

• In Event: 54.053 - Language Ideologies and Beliefs Regarding Bilingualism and Bilingual Learners

Abstract

This paper seeks to understand Latina middle school teachers’ internalization of raciolinguistic ideologies (Flores & Rosa, 2015) and how these views filter into their classroom discourses. This paper draws from a year-long ethnographic study of six Latina teachers in a new Latino community, and reveals how Latina teachers who internalized raciolinguistic ideologies over the years struggled to enact culturally sustaining pedagogies (Paris, 2012). As Fránquiz and her colleagues argue, “Deficit narratives are internalized and brought to teaching contexts both by White teachers and teachers of color” (Fránquiz et al., 2011). Discussion will consider why Latina teachers’ responses to the social forces of raciolinguistic ideologies ranged from supporting English-only policies (conforming) to embracing multilingualism (resisting) in their schooling community.

Author

• Soria Elizabeth Colomer, Oregon State University