Bilingual Ideological Clarity: Dual Language Teachers' Critical Reflections, Language Ideologies, and Interrogation of Pedagogical Practices

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

Abstract

This article explores the ways in which four diverse dual language immersion (DLI) teachers engaged in the process of developing ideological clarity (Bartolome, 1998), and expanded this understanding to develop what we have identified here as bilingual ideological clarity. This process entails teachers’ inclusion of pedagogical noticings, critical consciousness, agency, and the naming of unjust practices through the deployment of their linguistic, cultural, and ethnic identities. This inquiry sheds light on the significant role that bilingual ideological clarity plays in teachers’ language learning ideologies and the principles surrounding their pedagogical practices. Through the exploration of these teachers’ journeys and actions, we hope to add to the critical work needed to support educators and emergent bilinguals in dual language contexts.

Authors

• Patricia E. Venegas-Weber, University of Washington - Seattle

• Giselle Del Carmen Martinez Negrette, University of Illinois at Urbana-Champaign