Beliefs of Latinx Teacher Candidates: Toward Linguistic and Academic Justice in Bilingual Teacher Preparation

• In Event: Healing, Care, and Justice: Navigating Identities and Resilience in (P-20) Latinx Educational Spaces

Abstract

Using Anthropolitical Linguistics, Portioning Theory, and tenets of Social Justice, this study examines the experiences of Latinx Bilingual Teacher Candidates (BTCs) in South Texas as they navigate their teacher preparation program. Using Discourse Analysis, the paper shows linguistic instances of BTCs’ beliefs in regard to their biliteracy and bilingual proficiency; academic Spanish, learning, and culture; and their perspectives and positions toward an ideal bilingual education program that would lead them to success in the field of bilingual education. Findings lead to implications for teacher preparation programs, especially those that are teaching Latina/o/x BTCs, and include courses in Spanish or bilingual approaches.

Author

• Armando Garza Ayala, University of New Mexico