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

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

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