Navigating In-Betweenness: Critical Multilingual Awareness in Shaping a Biracial Preservice Spanish Teacher's Identity

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Teacher Perspectives and Pedagogy (Table 4)

Abstract

Drawing on theories of Critical Multilingual Awareness (CMLA)(García, 2017; Prasad & Lory, 2020)and teacher identity (De Costa & Norton, 2017), this qualitative study focuses on Martina, one biracial Spanish language pre-service teacher (PST) in a teacher preparation program in the U.S. Midwest. Using data from semi-structured interviews, lesson plans, and reflections, we investigate how her past experiences shape her understanding of CMLA and how CMLA influences her teacher identity. We found that Martina developed feelings of in-betweenness during her schooling, navigated her in-betweenness to develop a culturally relevant teacher identity, and implemented CMLA-oriented teaching pedagogies. This study is significant because it challenges the simplistic racial and linguistic binaries, offering a nuanced understanding of the development of CMLA and teacher identity.

Authors

• Chenlu Jin, Michigan State University

• Luqing Zang, Slippery Rock University of Pennsylvania