Teachers' Evolving Raciolinguistic Ideologies for Culturally Sustaining Writing Pedagogy

• In Event: Marriott Roundtable Session Two
  In Roundtable Session: Theories of Writing Research, Reading, and Literacies (Table 6)

Abstract

Teachers’ ideas and beliefs, curriculum, preparation experiences, instructional decision-making, and educational contexts impact opportunities students have to develop as writers. This study draws from an 11-month professional learning project focused on using teacher inquiry processes to develop culturally and linguistically sustaining writing pedagogy to serve elementary multilingual students. Findings highlight elementary teacher participants’ critical examination of the role and impact of language ideologies in their own lives, society, and in their classrooms and the relationship of these ideologies to writing instruction. This paper highlights how critical dialogues—informed by literature, peers, and professors— may shift educators towards more expansive language ideologies, necessary for equity-focused teaching and asset-based writing pedagogy.

Author

• Joanna W. Wong, California State University - Monterey Bay
  Presenting Author