Reimagining Educator Competence: Framework for Multilingual Learners with and without Literacy-Based Learning Dis/Abilities

• In Event: Critical (re)construction in Teacher Education: Inclusive Race, Disability, and Language

Abstract

In this critical self-study, we engage in the work of unforgetting by reclaiming erased narratives and resisting deficit frameworks that shape how multilingual teacher educators with and without literacy-based learning dis/Abilities (MLLLD) are seen, supported, and silenced. We reflect on our embodied experiences through narrative, poetry, and dialogue to surface the historical and ongoing injustices embedded in teacher education. From this process, we offer a framework of eight educator competencies, linguistic, cultural, communicative, pedagogical, presuming competence, local knowledge, emotional competence, and critical reflexivity that reimagine what inclusive and justice-centered teacher preparation can be. Our work contributes to future-making rooted in memory, emotion, and transformation, calling for programs that center the brilliance, complexity, and humanity of MLLLD educators and students.

Authors

• Tipsuda Chaomuangkhong, Arizona State University

• Monaliza M Chian, University of Northern Iowa

• David I. Hernandez-Saca, University of Northern Iowa