Latina/o Bilingual Teacher Candidates' Experiences With Raciolinguistic Meta-Commentary

• In Event: Exploring Identity in Culturally and Linguistically Diverse Educational Contexts

Abstract

In this paper, I discuss the raciolinguistic ideologies that 17 Latinx bilingual teacher candidates reported experiencing across spaces. Drawing on Rosa and Flores (2017) and Rymes (2014), I illustrate the ways these raciolinguistic ideologies—which crystallized via what I termed raciolinguistic metacommentary—not only index linguistic difference but also mobilize notions of language and indexical images of Latinx bilingual speakers while reinscribing existing racial hierarchies. Specifically, I illustrate the notions of Spanish as confined, Spanglish as disease, and English as success, as well as the social stereotypes of pocha/o or gringa/o, fresas, and English language learners. I finish by discussing implications of raciolinguistic metacommentary for Latinx bilingual teacher education and research on their experiences with raciolinguistic ideologies.

Author

• Cristhian Fallas Escobar, University of Texas - San Antonio
  Presenting Author