Disrupting Preservice Teacher Perspectives: Transformative Paths Through Critical Reflection and Dialogue

• In Event: Reflecting on Preservice Teachers' Journey for Justice

iPresentation URL: https://aera24-aera.ipostersessions.com/Default.aspx?s=B7-90-EE-18-BC-CC-49-C1-93-E6-A0-C1-9D-DE-E3-D9

Abstract

Teacher education programs address the acute need for culturally and linguistically responsive educators by fostering their sociolinguistic consciousness about diverse populations. This session reports on the findings of a mixed-methods study that explores elementary pre-service teachers’ perspective shifts through critical reflection and dialogue about English learners’ education and equitable classroom practices in an introductory linguistics course. Using a transformative learning framework, our findings show both monolingual and bilingual students bring unreliable perspectives on linguistic diversity, bilingualism, and Black linguistic justice. However, critical self-reflection, research-based conversations, and engagements with multilingual individuals create disorienting moments that challenge initial teacher beliefs and assumptions. We discuss implications for teacher development in ESL endorsement courses. Attendees learn about a transformative framework for assessing critical learning.

Authors

• Ali Yaylali, Eastern Kentucky University

• Yousra Abourehab, University of Arizona

• Mary Carol Combs, University of Arizona