Estás conmigo, o contra de mí: Rigid Ideologies Regarding Academic Spanish in U.S. Academia

• In Event: Identity Negotiations of a Mexican Transnational in the Rio Grande Valley: Crossing the Border Daily

Abstract

In this autoethnography, I reflect on opposing ideologies prevailing among bilingual teacher educators in the United States. Date was collected in South Texas during 2017-2021 during my doctoral classes, my own teaching experiences with bilingual pre-service teachers, and interactions with journal editors. To analyze my data, in collaboration with my second author, we have constructed an intersectional framework based on the definitions of heritage speakers (Martínez & Martín, 2018; Polinsky & Kagan, 2007; De la Rosa, 2016), academic Spanish (Guerrero & Guerrero, 2017; Smith et al., 2011), and institutional language policies (Johnson, 2013; Tollefson, 1991). After reflecting on the rigid academic positions held by some U.S. scholars, I recommend the adoption of reconciling stances with the ultimate goal of benefiting future bilingual teachers.

Authors

• David Martinez-Prieto, University of Texas - Rio Grande Valley
  Presenting Author

• Xiaodi Zhou, University of Texas - Rio Grande Valley
  Presenting Author