Multilingual Pedagogies for Preservice Bilingual Teachers

• In Event: Decentering Whiteness and Monolingual/Monoglossic Ideologies, Practices, and Identities in an Elementary Teacher Education Program

Abstract

Objectives or purposes
In many mainstream teacher education programs (TEPs), monolingual preparation standards and practices work to marginalize multilingualism (de Jong, 2013). In this study, we examine the use of multilingual pedagogies within a mainstream TEP as a potential means for supporting the identity development of pre-service bilingual teachers of color (Haddix, 2010). Although current literature suggests the utility of such pedagogies (Catalano & Hamann, 2016), few studies consider their impact for bilingual teacher candidates in mainstream programs.

Perspective(s) or theoretical framework
Language is not only essential to the day-to-day work of bilingual teaching (Martínez & Baker, 2009), but also to the formation of a bilingual teacher identity (Anzaldúa, 1987; Musanti, 2014). Drawing on critical race theory (CRT), we treat the multilingual assignments authored by the teacher candidates (TCs) as counter-narratives (Solórzano & Yosso, 2002). Solórzano and Yosso (2002) describe counter-narratives as having the potential to “shatter complacency, challenge the dominant discourse on race, and further the struggle for racial reform,” (p. 32). Therefore, counter-narratives have transformative power, and can work to redefine stereotypes and harmful ideologies related to schools and schooling.

Methods, techniques, or modes of inquiry
Designed as a critical reflection on our own practices as teacher educators, this study highlights both positive trends and areas for improvement in our work to prepare elementary level teachers. The study is framed as a qualitative content analysis of assignments written by the TCs (Titscher et al., 2000). Content analysis allows the researcher to approach texts with a general interpretive lens to search for patterns and themes. This approach was appropriate because it enabled us to treat the assignments as texts and analyze them discursively to discover their affordances and transformative qualities.

Data sources, evidence, objects, or materials
The central data sources for this study were the responses of three focal candidates to five assignments (fifteen assignments total) completed across two courses. Data was analyzed through two coding cycles and each assignment was coded by two-researchers. Following the second round of coding, the researchers engaged in analytic memo-writing to determine relevant themes (Saldaña, 2009).

Results and/or substantiated conclusions or warrants for arguments/point of view
Results suggest that these multilingual assignments created an opportunity for the TCs to author counter-stories that resisted and transformed majoritarian narratives regarding idealized school practices and teacher identities. The multilingual quality and parameters of the assignments allowed the candidates to explore, celebrate and reposition their linguistic and cultural funds of knowledge, transforming their vision of their future teacher self.

Scientific or scholarly significance of the study or work
This work offers meaningful qualitative examples of the affordances of multilingual pedagogies in mainstream TEPs that serve bilingual teachers. Also, the study illustrates the ways in which such pedagogies support candidates to speak back to majoritarian narratives of teacher success and teacher identity and to form positive visions of their future self in the classroom. This is particularly significant for bilingual teachers of color whose linguistic and racial identities overlap with their professional selves.

Authors

• Teddi Michele Beam-Conroy, University of Washington - Seattle

• Rachel Snyder Bhansari, Portland State University

• Grace Cornell Gonzales, University of Washington - Seattle

• Renee Shank, University of Washington - Seattle