Ideological Reckoning and Translanguaging Reimagining: An English Language Teacher Educator's Critical Autoethnography

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

Abstract

A limited body of research has investigated English language teacher educators’ positionalities and pedagogies (Peercy & Sharkey, 2018; Yazan, 2019), particularly with respect to translanguaging. I bring together Anzaldúa’s (2015) theorization of nepantla with the notion of contact zones (Pratt, 1991; Canagarajah, 2013) to examine my ideological reckoning and translanguaging reimagining as a language teacher educator (LTE). Specifically, I describe the collision, fracturing and transformation that emerged through the intentional juxtaposition of beliefs, identities, language practices, and experiences as a part of my participation in a collaborative self-study group. This study illustrates how self-study emboldened me to contend with my complicity in perpetuating English language education as white supremacist settler-colonial enterprise and to pursue opportunities to expand my translanguaging capacity.

Author

• Christina M. Ponzio, University of Michigan - Ann Arbor