Linguistically Responsive Instruction for Latinx Teacher Candidates: Surfacing Language Ideological Dilemmas

• In Event: Finding Language for Linguistic Justice in Teacher Education

Abstract

This qualitative study explored Linguistically Responsive Instruction (LRI) for linguistically diverse Latinx preservice teacher candidates at a southwestern university in the United States. We operationalized LRI as three reflective tasks that posed linguistic ideological dilemmas (LIDs; Orzulak, 2015) for participants (N = 50). Findings from thematic analysis suggest that LRI afforded teacher candidates space to explore tensions surrounding ideological infrastructure, as well as ideological orientations towards themselves, future learners, and society. Implications include ways for educators interested in LRI implementation to interrogate sociopolitical dimensions of language use across disciplines, better understanding of ideological clarity that emerges from LRI in tertiary classrooms, and how LRI contributes to the disruption of monolingual approaches to serving linguistically diverse learners in higher education.

Authors

• Kristen Lindahl, The University of Texas - San Antonio

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

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