Chinese Teachers' Raciolinguistic Ideologies and Perspectives on Critical Consciousness in Dual-Language Bilingual Education Classrooms

• In Event: AERA Roundtable Session 7
  In Roundtable Session: Teachers Beyond Borders: Languages, Learning, and Educator Identity

Abstract

This study draws on raciolinguistic theory and critical consciousness to explore Chinese DLBE teachers’ raciolinguistic ideologies and their perspectives on developing critical consciousness in the classrooms. Using a narrative inquiry approach, we explore six Chinese DLBE teachers’ perceptions of their role in developing and implementing critical consciousness in their classrooms and how their raciolinguistic ideologies shape their views and practices. Findings reveal they viewed their role as teaching the Chinese language and culture without intentions to engage in critical issues. They offered reasons for their avoidance of talking about critical issues, which reflect their raciolinguistic ideologies aligning or resisting those embedded in DLBE policies. Implications for DLBE teachers seeking to create socially just classrooms are discussed.

Authors

• Nuo Xu, University of Utah

• Veronica E. Valdez, University of Utah