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Tensions and Opportunities in the Preparation of Teachers of Multilingual Learners: Countering Dominant Language Perspectives
Sun, April 27, 9:50 to 11:20am MDT (9:50 to 11:20am MDT), The Colorado Convention Center, Floor: Terrace Level, Bluebird Ballroom Room 3FSession Type: Symposium
Abstract
Drawing on critical language and sociocultural perspectives, this panel presents research on preservice teachers’ experiences and preparation for working with multilingual learners and navigating dominant conceptions of language across diverse settings. We examine experiences during teacher training and student-teaching, from mainstream English secondary classrooms to dual language programs, and explore how teacher educators and school leaders’ beliefs inform language perspectives in teacher education programs. The studies employ qualitative methodologies and offer theoretical and empirical contributions that highlight the complexities and tensions preservice teachers face in bridging theory and practice in real world instructional settings. Together, these papers underscore the need for concrete strategies and tools that can support teacher candidates in challenging and reframing instruction for multilingual learners.
Sub Unit
Chair
Papers
Challenging Pre-service Teachers’ Dominant Conceptions of Language: Scaffolding as an Approximation of Sociocultural Practice - George C. Bunch, University of California - Santa Cruz; Nora W. Lang, San Jose State University; Benjamin M. James, University of Delaware
“Am I Doing This Right?”: Teacher Candidates’ Experiences Navigating Ideological Tensions and Barriers to Translanguaging - Maria Jose Aragon, University of California - San Diego; Richelle Jurasek-Kumar, University of California - San Diego
Reframing Bilingualism: Introducing the Bilingualism Quadrant Model - Minhye Son, California State University - Dominguez Hills; Elisabeth Kim, Lehman College
If Not Now, When?: Challenging Language Norms During Preservice Student Teaching - Marcela Alvarez, University of California - Santa Barbara; Jin-Sook Lee, University of California - Santa Barbara
Defining Linguistic and Communicative Competence: Testimonios from Bilingual Teacher Educators and Dual Language Principals - Sera Jean Hernandez, San Diego State University