Raising Teacher Candidates' Critical Multilingual Language Awareness Through Language Learning

• In Event: 45.093 - MTCC Roundtable Session 18
  In Roundtable Session: 45.093-7 - Teacher Identity and Beliefs in the Education of Emergent Bilinguals

Abstract

Most mainstream teachers in the US have received little preparation to support ELs and many have never experienced the challenges associated with learning a second language (Pettit, 2011). In a highly mobile world, Garcia (2017) underscores the need for all teacher preparation programs to foster teacher candidates' Critical Multilingual Language Awareness (CMLA). This paper describes and analyzes our implementation of a CMLA project that engaged TCs in learning a new language for 30 hours. Our analysis of TCs’ reflections about their language learning experiences demonstrates that becoming beginning language learners can indeed foster TCs' CMLA. It is also clear, however, that reflective language learning does not necessarily translate into critical multilingual language activism and advocacy.

Authors

• Gail Lori Prasad, University of Wisconsin - Madison

• Esther Bettney, University of Wisconsin - Madison