Community Spaces as Sites of Equitable Language and Literacy Practices in Teacher Education

• In Event: AERA Roundtable Session Friday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Critical Perspectives in Clinical Teacher Education (Table 9)

Abstract

Community-based field experiences can allow teacher candidates to work together to co-create and co-facilitate sessions, and take an active role in practicing pedagogical theories and educational strategies. In this paper, we identify teacher candidates’ field experiences in community spaces surrounding a university in central Michigan. We ground our work in a critical bilingual literacies and explored these spaces as sites of equitable language and cultural practices. This ethnographic multisite case study shows how lived field experiences in community settings provided future teachers with a valuable opportunity to see language and multiliteracies as practices that bilingual and multilingual learners engage with in their daily lives, which they can then apply in the classroom.

Authors

• Lucia Cardenas Curiel, Michigan State University

• Yetunde S. Alabede, Michigan State University

• Ming Ming Cheung, Michigan State University

• Akshaya Suvarna, Michigan State University

• Kunti Adhikari, Michigan State University

• Hye-In Yang, Michigan State University