Changing Paradigms and Practices in Teacher Preparation in Support of Emergent Bilinguals

Session Type: Symposium

Abstract

This session describes four efforts to shift teachers’ ideologies and practices toward anti-racist literacy instruction that honors emergent bilinguals’ (EBs) linguistic and cultural assets. We explore the intersection between teacher ideologies and literacy practices for EBs by highlighting the ways we have worked to deconstruct those ideologies and to support teachers in including dynamic literacy practices into their instruction. This session features examples of the relationship between changing literacy practices and paradigms that ultimately challenge the rigid monolingual nature of current literacy practices in favor of dynamic ones. We reflect upon ways in which these pedagogical shifts align with possibilities for more significant changes in teacher ideologies that are necessary for transforming teaching toward more equitable practices for EBs.

Sub Unit

• SIG-Critical Educators for Social Justice

Chairs

• Allison Briceno, San José State University

• Laura Ascenzi-Moreno, Brooklyn College - CUNY

Papers

• Engaging With Theory in Professional Development: Taking Up a Critical Translingual Approach With Teachers of English - Kate Seltzer, Rowan University

• Exploring the Intersectionality of Language and Navigational Capital in Mexican and Chicana/o/x Racialized Bilingual Teacher Candidates - Susana Ibarra Johnson, New Mexico State University

• "I Had a Linguistic Oppressor Mindset!" Teachers Building on the Linguistic Assets of Multilingual Writers - Allison Briceno, San José State University; Emily Zoeller, Edgewood College

• Refining Bilingual Reading Pedagogies and Paradigms Through Literacy Engagements With Diverse Books in a Professional Dyad - Laura Ascenzi-Moreno, Brooklyn College - CUNY; Rebecca Quinones

Discussant

• Danny C. Martinez, University of California - Davis