Centering Latinx Bilingual Teachers' Truths to Become Teachers and Advance Culturally Responsive Practices

• In Event: Teacher and Family Perspectives in Language Policies and Language Instruction

Abstract

This qualitative research study seeks to explore the experiences a specialized group of elementary bilingual and bicultural teachers that learned English in U.S. PK-12 public schools and currently teach bilingual students in public schools. Through in-depth interviews and classroom observations, this study amplifies the voices of three Latinx bilingual teachers as they offer valuable insight into teaching and learning and contribute to how we can create excellent educational experiences for bilingual students. The findings point to how the interconnected nature of language, culture, and identity impacted these bilingual teachers’ approach to teaching, the power of culturally responsive practices in the classroom, and the promise of building positive relationships and community with bilingual and multilingual students and families.

Author

• Carrie S. Larson, Pacific University Oregon
  Presenting Author