The Linguistic Ideological Becoming of Preservice Teachers: Negotiations With Cooperating Teachers

• In Event: AERA Graduate Student Research in Progress Roundtable Session Three
  In Roundtable Session: Research Insights Into Teacher Preparation and Training (Table 13)

Abstract

In world language (WL) teacher preparation programs, preservice teachers (PT) specialize in teaching languages other than English. University educators in these programs tend to encourage student teachers to develop novel, research-supported multilingual practices. However, traditional monolingual practices are dominant in WL classrooms. The collision of these language ideologies in WL teacher preparation programs seems to result in the perpetuation of dominant monolingual practices. This study explores how PT develop language ideologies through their interactions with their cooperating teachers (CT). An understanding of these negotiations may help WL teacher preparation programs cultivate and perpetuate multilingual ideologies and practices in WL classrooms.

Author

• Dustin J. Hemsath, University of Minnesota
  Presenting Author