Navigating Multilingual Classrooms in Teacher Education: Development of Teacher Identity for Monolingual and Bilingual Candidates

• In Event: AERA Roundtable Session Thursday 9:45 am
  In Roundtable Session: Raciolinguistics and Intersectionality in Language Education

Abstract

This study explores how monolingual and bilingual teacher candidates experience co-learning in a linguistically integrated teacher education program in the Pacific Northwest. Drawing on frameworks of Linguistic identity and teacher identity, along with Translanguaging, and Multilingual Education, we examined the benefits and complexities that arise from these interactions. Using a qualitative case study approach, we collected data through semi-structured interviews and open-ended survey with 27 participants total. The results highlight five themes: linguistic diversity as a transformative force; the evolution of asset-based perspectives; emotional tensions around linguistic identity; asymmetrical collaboration; and, diverse interpretations of translanguaging. Findings underscore how multilingual learning spaces shape candidate development and suggest implications for teacher education programs that promote equity, linguistic justice, and culturally sustainable pedagogies.

Authors

• Cesar Pena-Sandoval, Universidad Metropolitana de Ciencias de la Educación

• Renee Shank, University of Washington

• Teddi M. Beam-Conroy, University of Washington