Revoicing and Reclaiming Bilingualism/Multilingualism: Unforgetting the Voices of Bilingual Teachers to Reimagine Teaching and Research Practices in Bilingual Education

• In Event: AERA Roundtable Session Thursday 4:15 pm
  In Roundtable Session: Language Ideologies and Policy in Practice

Abstract

This conceptual paper examines noteworthy scholarly approaches that center on understanding the voices of bilingual teachers to reimagine pedagogical and research approaches across bilingual contexts. This analysis illustrates how bilingual teachers draw on memory, narrative, and voice to reclaim sociocultural histories and envision more just educational futures. The theoretical foundation for this paper draws from sociocultural and linguistic anthropological theories of identity, discourse, and language that centers bilingual teacher voices. Our analysis shows how researchers and educators can reframe bilingual teacher work as epistemic labor grounded in cultural memory, social critique, and narrative resistance. Our findings support the premise that bilingual teacher voices traverse temporalities that afford reimagining teaching and research in bilingual education.

Authors

• Jorge L. Solis, University of Texas - San Antonio

• Brenda Sarmiento-Quezada, Purdue University