Moving Critique Into Action: Teacher Candidates' Imagination of Their Future Practice

• In Event: Preservice Instructional Teaching Practices

Abstract

Teacher education programs are an important site for future teachers to learn to identify and critique harmful language ideologies. Research has shown that providing teacher candidates with resources and opportunities for reflection can help them to do so. In our experience, however, we have become concerned with how teachers will (or will not) be able to translate these critiques into linguistically equitable practice. In this paper, we describe how two distinct critiques of the construct of academic language seem to be connected to how teacher candidates imagined their future practice and their role in the classroom.

Authors

• Olivia E. Obeso, University of California - Los Angeles
  Presenting Author

• Andrea N. Kern, University of California - Los Angeles
  Presenting Author

• Marjorie E. Faulstich Orellana, University of California - Los Angeles
  Presenting Author