A Future That Contrasts the Past: Latina Teachers Called to Dual Language Bilingual Education

• In Event: Creando Senderos en Comunidad: Working Towards Lifelong Language Learning with Latine Communities

Abstract

The employment market allows bilingual teachers to leverage their linguistic assets to work in different types of language education programs. Among these options is Dual Language Bilingual Education (DLBE). Teachers in dual language programs experience a heavier workload as they compensate for a dearth of linguistically appropriate curricular materials (Amanti, 2019b). Based on qualitative research using testimonio methodology, this paper sets forth that bilingual teachers choose to work in a dual language classroom largely because they see DLBE as a transformative space for their students that offers a schooling experience that deeply contrasts their own. Drawing from LatCrit theory, this research unearths and describes the marginalization of Latina teachers and juxtaposes it to the education they envision for their own students.

Testimonio from ten, midwestern Latine, dual language teachers that were educated in the United States paints a picture of linguistic and cultural marginalization across their formative years. Each participant wrestled to develop their own sense of belonging and identity in school, social, and familial contexts through linguistic practices. Some aimed to gain teachers’ approval or academic success through acquiring English. Others pursued access to social circles with which they identified racially by improving their Spanish proficiency. Despite vastly different sociolinguistic histories, all participants experienced a bifurcated upbringing with constant linguistic tension. And all participants perceived DLBE as a way to liberate today’s Latine youth from similar experiences because these programs highlight the benefits of bilingualism and validate Spanish language practices.

To realize the potential of DLBE for today’s Latine youth, this study underscores the need for structural changes to dual language programming. First, administrators of dual language programs must center Latine students in the admission and recruitment process. As dual language teachers come to this line of work with critical awareness and the intention to serve Latine students, growing gentrification of two-way dual language programs (Cervantes-Soon, et al., 2017; Flores, 2013; Flores & Garcia, 2017) threatens their investment in this career. Linguistically unbalanced classrooms leave dual language teachers frustrated to execute their job responsibilities and experience less personal fulfillment because the students they seek to serve are not in their classrooms. Secondly, a paradigm shift about the linguistic assets of bilingual teachers could contribute to improved recruitment of bilingual teachers. The certification and hiring process of bilingual teachers entails an evaluation of their Spanish language proficiency. Amanti (2019a) suggests that idealization of a Spanish-speaker is contributing to the shortage of bilingual teachers. Prospective bilingual teachers shy away from the dual language classroom on account of their self-perceived Spanish limitations (Briceño et al., 2018; Varghese & Snyder, 2018). Yet, this research project suggests that the experience of being a dual language teacher only enhances and deepens their knowledge of the Spanish language and, in turn, their confidence to use it. Together, structural changes in student admission and more asset-based outlooks on teacher recruitment can better support the desired outcome of DLBE.

Author

• Melizabeth Santos, Dominican University