Dual Language Teacher Candidates’ Reframing Language Ideologies Through Critical Reflection: A Path Toward Transformation?

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 3
  In Roundtable Session: Preparing and Supporting Bilingual Teachers

Abstract

Research on dual language teachers’ language ideologies shows that these educators often hold multiple, and sometimes conflicting, ideologies, frequently reinforcing English as the higher status language and marginalizing minoritized students. However, less is known about how dual language teacher candidates (DLTCs) might shift their ideologies to align with the goals of Dual Language Bilingual Education during teacher preparation. Using a critical consciousness lens, this qualitative study examined the language ideologies of four bilingual Latina DLTCs toward the start of their elementary teacher education program. Findings indicated that critical reflection supported by coursework contributed to emerging ideological shifts, including an evolving awareness of their roles as critically conscious educators, though their articulation of heteroglossic language ideologies remained inconsistent.

Author

• Patricia M. Ferreyra, Western Washington University