Exploring Secondary Dual Language Teacher Ideologies via Testimonio and Critical Action Research

• In Event: Bilingual Teacher Education: From Coursework to Fieldwork

Abstract

This study utilizes Xicana Feminist methodologies to explore how the language experiences and ideologies of eight Illinois-based middle school Latinx DLBE teachers inform their pedagogical practices as Spanish content area teachers. Findings indicate participants' identification of language ideologies that delegitimized their own Spanish language varieties and, consequently, prioritized content instruction over language instruction. Findings also inform the implementation of a critical action research project that involves redesigning a Spanish language course content unit plan. Implications include a need to prepare secondary Latinx DLBE teachers to consider the integration of critical language awareness, disciplinary literacy, and critical consciousness when planning for instruction.

Author

• Massiel Zaragoza, University of Illinois at Chicago