Latina Dual Language Teacher Candidates’ Language Ideologies in Flux: Disrupting Dominant Narratives During Teacher Preparation

• In Event: AERA Roundtable Session Thursday 1:45 pm Four Seasons Ballroom 1
  In Roundtable Session: Translanguaging in Action: Perspectives and Practices of Bi-/Multilingual Educators in Dual Language Settings (Table 5)

Abstract

Recent research on language ideologies focuses on Latinx Dual Language Teacher Candidates (DLTCs). However, little is known about any ideological shifts over time. DLTCs express various language ideologies that, if not scrutinized, could perpetuate oppression for marginalized students. Using a raciolinguistic framework, this critical qualitative study, explored the language ideologies of four Latina English-Spanish DLTCs during their teacher preparation. It aimed to understand how ideological shifts shaped their identities as bilingual educators. Results indicated that influenced by coursework and student-teaching, the DLTCs followed distinct, non-linear trajectories towards anti-oppressive perspectives, though they sometimes expressed conflicting views. These findings stress the need for continuous critical work in teacher preparation and beyond to challenge and dismantle White supremacist views on language.

Author

• Patricia M. Ferreyra, Western Washington University