Clinical Simulations as Sites for Advancing Critical Multilingual Language Awareness

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 1
  In Roundtable Session: Language, Power, and Identity in Teacher Preparation: Multilingual Awareness, Academic Language, and Intersectionality

Abstract

The purpose of this study is to explore how teacher candidates (TCs) navigate, reflect on and use a simulated conversation to advance their critical multilingual language awareness (CMLA) (García, 2017; Prasad & Lory, 2020). The simulation in this study engages TCs in a practice-based professional conversation with a colleague who articulates deficit language ideologies (i.e., monolingual, raciolinguistic and standard language ideologies) over the course of a ‘getting to know you’ conversation. The simulation is followed by a critical framing and debrief of the simulation and culminates in a written reflective essay. This study contributes to growing efforts within teacher preparation to bring together practice-based teacher education (PBTE) with social justice pedagogy and critical theories.

Author

• Jessica Fundalinski, Syracuse University