Looking Back and Looking Ahead: Novice Dual Language Teachers' Articulation of Language Ideologies in the In-Between Space Between the Teacher Education Program and the In-Service Classroom

• In Event: AERA Graduate Student Research in Progress Roundtable Session Three
  In Roundtable Session: Dual Language Teachers: Professional Identity, Sociocultural Competence, and Communities of Practice (Table 4)

Abstract

Although scholarly research has concentrated on Dual Language (DL) teachers' and teacher candidates' language ideologies, little research has been undertaken on the ideologies that novice DL teachers express upon graduation from their teacher education programs (TEPs) and how they intend to articulate and enact them in their future classrooms. In this study, I analyze the ways in which four novice Spanish/English DL teachers retrospectively articulate and interpret their learnings about language during their teacher preparation, and how these learnings may impact their future classrooms. Preliminary findings suggest that DL teachers graduated with different perceptions about bilingualism and with more or less critical views of DLBE. Overall, they reported gaining a deeper understanding about their bilingual identities, and shifting from deficit- to asset-based views of their home language and culture. However, they also anticipated challenges in connection to the demands of full-time in-person teaching. Some teachers felt prepared, articulated more critical views and were ready to engage in critical action; Others, expressed uncertainty about how to address the challenges. These preliminary findings suggest that novice DL teachers with a more developed sense of critical consciousness might embrace counter-hegemonic language ideologies supported by their TEP learnings more readily, while those with a less developed understanding of the issues might still need supports to align with DLBE goals.

Author

• Patricia M. Ferreyra, University of Washington
  Presenting Author