Testimonios of Three Latina Bilingual Teachers: Exploring the Embodied, Articulated, and Practiced Language Ideologies

• In Event: Teachers' Beliefs and Ideologies in Bilingual Education Settings

Abstract

This cross-case analysis draws from language ideologies, translanguaging, and critical multilingual language awareness to explore teachers' language ideologies and how they could affect DL instruction. Findings illustrate that language ideologies are not static and emphasize the need to explore embodied and practiced language ideologies to shape classroom practices and advocate for fair linguistic instruction for EBs. The teachers showed emerging critical multilingual language awareness and perceived translanguaging as a natural practice that must be encouraged in DL classrooms. As the participants reflected on their embodied and professional experiences, their ideologies and classroom practices shifted. They purposefully created translanguaging spaces as they leveraged the EBs' linguistic abilities and started questioning curricula and assessments that did not leverage the EBs' bilingualism.

Author

• Zulma E. Mojica, University of Texas - Arlington