Remembering and Redefining Language Practices and Ourselves: Latinx Bilingual Teachers' Monolingual English-Dominant Schooling Journeys

• In Event: 21.061 - MTCC Roundtable Session Five
  In Roundtable Session: 21.061-8 - Exploring Language and Bilingualism for Latinxs

Abstract

This case study of bilingual Latinx teacher candidates’ schooling and language ideologies prior to enrollment in a bilingual Spanish-English teacher education program in a linguistically diverse urban area in the Northeast U.S. revealed the impact of monolingual English-dominant schooling. Three themes emerged through an analysis of interviews, focus groups, and course assignments: authentic language practices were silenced through monolingual English-dominant schooling, language brokering for family and community played a role in the development of literacies in Spanish, and bilingual identity questioned and redefined by the strict language separation of Spanish and English. This study contributes to the literature on the experiences of Latinx populations in the U.S. by revealing the instances of oppression through colonizing, monolingual, English-dominant schooling.

Authors

• Carla España, Hunter College

• Maria Teresa Sanchez

• Brian A. Collins, Hunter College - CUNY