The Critical Consciousness of Dual Language Preschool Teachers Toward Equity and Social Justice

• In Event: AERA Roundtable Session 1
  In Roundtable Session: Equity for Bilingual Students Through Criticality and Teacher Reflection

Abstract

This paper examined how two preschool teachers demonstrated critical consciousness of the challenges in their dual language (DL) preschool classrooms and how their critical consciousness manifested itself in classroom practices and activities. Inequities within dual language education (DLE) have been a social justice concern hindering the original intentions of DLE. Teachers’ critical consciousness helps to address inequities in DLE and is particularly important for them as they act as local policy makers in their classrooms. Utilizing Spolky’s (2004) language policy theory, we interviewed teachers, conducted participant observations, and recorded classroom instruction in this ethnographic study. We found two themes—critical reflection and action—demonstrating the teachers’ critical consciousness as the language policymakers in their classrooms.

Authors

• Sultan Kilinc, Syracuse University

• Sarah Lopez Alvarado, Arizona State University