“You Have a Master’s Degree, but You Speak So Ghetto”: Secondary Content Area Teachers Navigating Raciolinguistic Ideologies

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 4
  In Roundtable Session: Decolonizing Teacher Education: Cultivating Professional Growth, Culturally Relevant Pedagogy, and Racial Equity in Education (Table 11)

Abstract

This qualitative study analyzed data from in-service teachers in a master’s program using a raciolinguistics framework. Using classwork and interview data, details emerged about how professional development allows teachers to engage with professional discourses to process raciolinguistic experiences. These experiences ranged from microaggressions from other teachers and the very students they taught. Teachers identified and navigated tensions in their profession that arose from being positioned through raciolinguistic policing. Lastly, indexing and naming raciolinguistic ideologies allowed teachers to negotiate professional identities. The paper shares implications for in-service teacher professional development and the potential to engage teachers to negotiate raciolinguistic ideologies around teaching emergent bilinguals in content area courses.

Authors

• Gilberto P. Lara, University of Texas - San Antonio

• Bedrettin Yazan, University of Texas - San Antonio

• Jorge L. Solis, University of Texas - San Antonio

• Kristen Lindahl, University of Texas - San Antonio

• Jessica Wallis McConnell, University of Texas - San Antonio

• María G. Leija, University of Texas - San Antonio