Teacher Candidate Emotions During Linguistically Responsive Instruction at a Hispanic-Serving Institution

• In Event: The Role of Language, Ideology, and Emotion in Teacher Preparation and Professional Learning

Abstract

This qualitative study explores the emotions and tensions that emerge during teacher education as teacher candidates (TCs; N = 145) at a U.S. Hispanic-Serving Institution reflect on their language practices and language ideological orientations. We pay specific regard to the emotional labor they undergo during this identity process, and adopt a critical language perspective to examine language ideological orientations that linguistically diverse TCs may have internalized as a result of their experiences within the home, school, community, and society. Reconciling these tensions, particularly those related to racialized language experiences, may be one avenue for teacher education programs to better support teacher candidates, minimizing negative effects on TCs personally, as well as mitigating their re-surfacing in EC-12 classrooms.

Authors

• Kathryn I. Henderson, The University of Texas - San Antonio

• Kristen Lindahl, The University of Texas - San Antonio

• Cristhian Fallas Escobar, The University of Texas - San Antonio