Exploring Language and Identity Through Latinx Children's Literature With Bicoastal Bilingual Latinx Preservice Teachers

• In Event: Cultivating Teachers of Color: Culturally and Linguistically Affirming Programs and Spaces, Research, and Racial Justice

Abstract

Objectives
This paper affirms the importance of nourishing culturally and linguistically sustaining (Paris, 2012; Author, 2017) bilingual teachers that center the language practices and identities of children and youth. It is part of a more extensive qualitative case study examining bilingual teacher candidates’ language ideologies, identities, and Latinx children’s literature use in teacher preparation programs in California and New York. Specifically, this paper focuses on the role of Latinx youth literature in processing preservice teachers’ language journeys, problematizing definitions of Latinidad, and fostering their advocacy.

Perspectives
Translanguaging theory, raciolingusitic ideologies, and critical bilingual literacies guided our study. Translanguaging (García, 2009) posits that we have one linguistic repertoire with features from named languages that we draw from to make meaning. Flores and Rosa’s (2015) raciolinguistic ideologies provide a lens to understand the racialized language practices of bilingual Latinx communities. A critical bilingual literacies approach (Author & Author, 2020) urges educators to reflect on their language ideologies, unlearn harmful notions of language hierarchies, analyze language, literacies, and power, and celebrate dynamic language practices.

Methods & Data Sources
We conducted interviews, focus groups, and analyzed preservice teacher artifacts. For this paper, we focus on the data from semi-structured interviews (Reissman, 2008) and focus groups. The first round of semi-structured interviews focused on participants’ language stories, exposure to Latinx children's literature, and the use of translanguaging pedagogy. The second round addressed language studies in translingual literature, changes in language ideologies throughout their coursework, and classroom integration of Latinx children’s literature. Focus groups featured participants' engagement with a translingual picture book and novel-in-verse.

Results
Our analysis revealed tension along the participants’ language ideology journey, the role of Latinx youth literature, expansive definitions of Latinidad, and nurturing their bilingualism advocacy. Participants’ experiences in Spanish classes that failed to recognize the validity of different Spanish language varieties, dominant narratives of language separation, and family and instructors’ perceptions of their Spanish not being “good enough” informed their language ideologies. Participants recognized the importance of Latinx youth literature and its impact on their understanding of the complexities within the Latinx community. Ethnic Studies and Pedagogy courses allowed participants to shift from shame around language and identity to opportunities for sharing cultural practices. Coursework, combined with student-teaching and fieldwork experiences, nurtured a sense of advocacy for newcomers, bilingualism/multilingualism, and Latinx youth literature.

Significance
This study holds significant implications in revealing how preservice teachers can utilize their language learning journeys, schooling experiences, and understanding of their identities to shape teaching philosophies that center students’ identities and language practices. Through our analysis, we uncover how candidates’ engagement with critical bilingual literacies, translanguaging, and raciolinguistic perspectives informs their reflection on personal experiences in language learning and identity formation, contextualizes their student-teaching experiences, and cultivates a vision for the type of pedagogical practices they aspire to enact as future bilingual educators. Incorporating Latinx youth literature in the teacher preparation programs helped candidates develop a nuanced understanding of the Latinx community and facilitated the intentional integration of children's language practices and identities in learning spaces.

Authors

• Luz Yadira Herrera, California State University - Dominguez Hills

• Carla España, Brooklyn College - CUNY