Redesigning Credential Programs: Supporting Emergent Plurilingual Students Through Linguistic Justice

• In Event: AERA Roundtable Session Wednesday 3:45 pm - Gold 1
  In Roundtable Session: Honoring Languages, Ethics, and Global Futures: Reimagining Teacher Education for Justice

Abstract

This paper explores the redesign of two credential program classes to support emergent plurilingual (EP) students in California schools, addressing the shortage of teachers equipped to teach EP secondary students. We study how a co-design process leverages past ‘preservice teachers expertise as plurilingual individuals and examine hierarchical relationships in an effort to disrupt traditional instructor roles. We focus on how power, privilege, and inequity are reproduced in educational domains, using frameworks to affirm diverse identities and disrupt monolingual epistemologies. Methods include constructivist grounded theory and critical discourse analysis to understand participants' language use. Co-design sessions with faculty and alumni aim to foster equitable classroom discourse, enhancing pedagogical repertoires and challenging traditional roles to support EL/EP students effectively.

Authors

• Kira LeeKeenan, California State University - Fullerton

• Fernando Rodriguez-Valls, California State University - Fullerton

• Gavin Tierney, California State University - Fullerton