Language Socialization of Preservice Dual Language Teachers: Self-Perceptions as Users of English and Spanish

• In Event: Marriott Roundtable Session 16
  In Roundtable Session: Fostering Multilingualism and Empowered Identities Within Contexts of English Hegemony

Abstract

This study focuses on the language socialization (LS) of three pre-service dual language teachers in an Elementary Teacher Education program with an English/Spanish bilingual endorsement. The study addresses these questions: How do pre-service dual language teachers describe their language socialization processes throughout their lives? How do they describe the choices they make about language use in the classroom? Using language socialization and language ideologies as the theoretical framework, initial findings suggest that when adequate supports are in place, successful LS may trigger individuals’ decisions to engage in bilingual activities professionally. The second finding suggests that the hegemonic presence of English permeating DL classrooms may influence the LS of the pre-service teachers, and continue to position English as a high-status language.

Author

• Patricia M Ferreyra, University of Washington - Seattle