The Power of "a Teacher Who Looks Like Me": One Novice Latina Educator and Advocate

• In Event: Teacher and Staff Perceptions of Emergent Bilinguals

Abstract

The deficit dominant frames in the current political times are magnified for Latinx students subjected to Spanish as a foreign language classes in lieu of heritage language classes. The debate of heritage language instruction is situated within the sociopolitical struggle of languages and their speakers of unequal positions of power and the subsequent subjugation. This critical autoethnographic study sought to understand the intersection of one Latina teacher’s cultural identity and her lived experiences as she exercised her agentive power to advocate for heritage Spanish language programming in her school. Findings reflect the importance of being clear on the rights of students, of being a visible and vocal ally, and of organizing and mobilizing fellow allies to empower effective advocacy.

Authors

• Gabriela Tellez-Osorno, Salem-Keizer School District, Oregon

• Kristen L. Pratt, Western Oregon University