“Mi Voz No Se Escucha”:The Work Experiences of Latine Teachers in DLBE (Dual Language Bilingual Education) Schools

• In Event: AERA Roundtable Session Friday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Language, Identity, and Resistance: English, Spanish, and Spanglish in Bi-/Multilingual Education (Table 1)

Abstract

Given the increasing concern about the scarcity of Dual Language Bilingual Education (DLBE) teachers, it is crucial to understand their work experiences from an intersectional perspective. Female, Latine DLBE teachers' experiences of racism, linguicism, and other forms of oppression push them out of their jobs. At the same time, Latine DLBE teachers' unique cultural forms of knowledge support them in remaining in their positions despite many challenges. This critical qualitative study focused on the work experiences of female, Latine K-5 Spanish/English DLBE teachers, investigating the ways in which their multiple identities intersected and shaped their experiences in the education system.

Authors

• Nelly N. Patiño-Cabrera, Oregon State University

• Rachel Snyder Bhansari, Portland State University