Critical Consciousness Development of Multilingual Preservice Teachers of Color

• In Event: Meeting the Needs: Centering Multiple Dimensions of Language

Abstract

This study examines effects of critical language awareness (CLA) coursework on the development of critical consciousness of multilingual preservice teachers of color. The research question is: What are some effects of the CLA coursework on multilingual preservice teachers’ perceptions about language ideologies, supporting students’ multiple languages outside the classroom, advocating for students’ multiple languages in the classroom, and critical perspectives? Analyses of data from 48 preservice teachers suggest that the coursework had a significant impact on three of four critical consciousness measures, showing that well-designed pedagogical treatments can improve preservice teachers’ understanding of language use in their future classrooms and guide them towards more asset-based approaches to teaching and learning.

Author

• Laura J. Mahalingappa, University of Maryland