But Do We Belong? Contrasting Experiences of Diverse Teachers in Spanish Dual-Language Bilingual Programs

• In Event: Sheraton Roundtable Session Eleven
  In Roundtable Session: Language Perspectives (Table 2)

Abstract

Following a qualitative phenomenological research design, the present study compares perceptions about the use, status, and teaching of Spanish of six Spanish-English bilingual teachers in dual language programs through their testimonios. Two Latina US-born teachers, two White US-born teachers, and two Latina Mexico-born teachers reflect on their experiences learning and teaching and their views about how they “belong” as teachers of Spanish in terms of their own language use and how they are seen by others. In addition, we establish to what extent the identity and lived experiences of these teachers play a fundamental role in shaping their ideologies. The results confirm remarkable differences in the experiences and identities of the teachers and highlight the need for multicultural frameworks in schools.

Authors

• David Nieto, Northern Illinois University
  Presenting Author

• Stephanie Renee Eller, Northern Illinois University
  Presenting Author