Building on Emotion: Reflecting on Patterns of Language Use in a Two-Way Dual-Language Classroom (Poster 5)

• In Event: Case Studies of Critically Conscious Practice in Dual-Language Bilingual Education Schools, Classrooms, and Communities

Abstract

Much recent research suggests that critical consciousness, or an awareness of the distribution of power and intention to act to change this distribution, is necessary for equitable teaching practice in Dual Language Bilingual Education (DLBE) classrooms (Authors, 2019). Yet, less research has been completed that uncovers what this actually looks like or feels like in practice. This case study describes one teacher's critical consciousness of racial inequities tied to language use in her classroom and her ongoing efforts to take action and reflect on this reality.
This case study brings together theories related to critical consciousness in DLBE, and feminist theories of emotions as knowledge (Jaggar, 1989; Sandoval, 2000). Drawing on the elements of critical consciousness put forward by Author et al. (2019), we highlight the ways in which critical consciousness emerged through vulnerability and critical reflection. Furthermore, we link this emotional vulnerability and felt awareness to the personal histories and experiences of the focal teacher, Jimena (pseudonym), as a teacher of Color. We suggest that Jimena's emotions were a form of knowledge that supported her to critically analyze racial and linguistic inequities in the classroom.
This case study emerged from a larger critical ethnography that examined the experiences of five first-year teachers in DLBE classrooms (Madison, 2005). The larger study included extensive participant observation (over 500 hours total), 4 semi-structured interviews with each teacher, and multiple group meetings with the teachers as a collective. For this case study, the authors (the focal teacher and researcher) collectively analyzed qualitative data from Jimena's classroom, including field notes and journal entries, to select the salient moments presented in the chapter. After selecting this data Jimena also composed a reflection related to her ongoing understanding of the pedagogical choices she made and their impacts.
At the beginning of the school year in her self-contained, two-way DLBE fourth grade classroom in suburban Washington State, Maestra Jimena began to observe an entrenched discourse pattern in the group that privileged White, English-Speakers. As a Mexicana teacher, Jimena experienced sadness, frustration and anger as she noted that White students tended to dominate classroom discussions, to avoid speaking in Spanish, and to discourage contributions from Latinx peers. Drawing on these powerful emotions Jimena engaged in critical conversations with her students regarding impact and worked to position Latinx students as content experts. At the same time, Jimena experienced tensions around the separation she was creating between English and Spanish in her classroom which led to further reflection and ongoing action.
This case study demonstrates the messy cycles of action, dialogue and reflection in critically conscious efforts to create equitable linguistic environments in 50/50 classroom spaces. This helps to elucidate how teachers in DLBE experience and engage with critical consciousness in their everyday pedagogy. Furthermore, it highlights significant connections between emotions, identity and critical consciousness. This can support researchers, teachers and teacher educators to recognize, name and further engage with critical consciousness as they work towards equity in DLBE classrooms.

Authors

• Brenda Santiago Gonzales
  Presenting Author

• Rachel Snyder Bhansari, Portland State University
  Presenting Author