Multimodal Moves in Understanding and Disrupting Dominant Language Ideologies in Bi/Multilingual Future Teacher Development

• In Event: Learning Outcomes and Adolescent Bilingual Students

Abstract

We must adequately prepare Latinx bi/multilingual future teachers to readily understand what constitutes language and literacy. Through white streaming, racist strict separation of languages in this country, the public education system has systematically erased and diminished Latinx bi/multilingual students home language, resulting in undergraduate Latinx students arriving in education programs with complex language identities and ideologies. Our study was grounded in Chicana Feminist orientations. We explored language learning histories and ideologies utilizing multimodal and translanguaging approaches in a language arts methods course for pre-service teachers. Emerging themes included resistance, acceptance, shifts in ideologies, and flexible language awareness, helping us address potential techniques in disrupting deficit views. This paper shows possibilities in enhancing the confrontation of oppressive institutional norms impacting language learning.

Authors

• Paty Abril-Gonzalez, University of Texas at Austin

• Mohit Mehta, The University of Texas at Austin

• Nathaly Sujey Batista-Morales, University of Texas at Austin