Bilingual Latina/o/x Voices Matter: An Intersection of Bilingual Teacher Preparation and Social Justice Education

• In Event: Witnessing From/Within Intimately Critical Perspectives

Abstract

This paper explores the voices of Latinx pre-service bilingual teachers. Using Anthropolitical Linguistics (Zentella, 1997); Positioning Theory (Davies & Harré, 1999, 2001); and tenets of Social Justice as a theoretical lens in conjunction with Gee’s (Gee, 2011a, 2011b, 2015) work on Discourse and discourse analysis, this presentation explains how Latina/o/x bilingual teacher candidates in South Texas perceive themselves as bilingual and biliterate individuals. In addition, this paper shows how these bilingual individuals describe their realities and possibilities while pursuing their dream of becoming a bilingual educator. The presenter discusses implications for (bilingual) teacher preparation programs.

Author

• Armando Garza Ayala, University of New Mexico