Attending to Language Ideologies in Preservice Teachers’ Raciolinguistic Autobiographies

• In Event: Engaging With Raciolinguistic Ideologies Through Transformative Pedagogies

Abstract

Based in a literacy methods course, this paper centers five pre-service English language arts and social studies teachers. Drawing on scholarship on language ideologies (Lippi-Green, 2000) and raciolinguistic perspectives (Flores & Rosa, 2015), I emphasize instances where teacher candidates are attentive to white listening subject positionalities, which informs the ways they hear themselves, their family members, and their students. The analysis of raciolinguistic autobiographies, an online discussion board, and class discussions underscores (1) attending to the language ideologies of pre-service teachers during their teacher preparation, and (2) pausing at opportunities to support teacher shifts as critical educators, which includes addressing their reinforcement and/or their interruption of raciolinguistic ideologies. Discussion addresses the normalization of English and “academic Spanish" in the U.S.

Author

• Elizabeth Castro, Central Washington University