Bicultural Identity and Language Attitudes

Abstract

This study is informed by a critical perspective that addresses issues of bicultural development and linguistic attitudes within a context of existing societal power relations. Interviews were conducted with four Latina teachers to examine the relationship between their bicultural identities and their attitudes toward English and Spanish. Findings point to a strong correlation between identification with Latino culture, political consciousness, and value for the Spanish language as a means of affirming the cultural identities of Latino students. Results of this study support the need to incorporate issues concerning bicultural development and language domination into the professional development of bilingual teachers.

The educational journey of a Latina feminist community psychologist

“…Not only did I not understand English, but I did not understand why they would be cruel to me and my friends just because we spoke a different language. I soon began to see that it was not only the students that ridiculed us but also the teachers (Weisman, 2001;Weisman, & Hansen, 2008). As I think back now, it is amazing to me that despite such a hostile learning environment, many of us were good students and went on to have successful careers.…”

Re/Making Identities in the Praxis of Urban Schooling: A Cultural Historical Perspective

“…2000) and to affirm the cultural identity of students (Weisman, 2001). The switch makes it possible for students to produce culture (i.e., learn science) while connecting to the language with which they have the most comfort.…”

Voices of Identity in a Chicana Teacher’s Occupational Narratives of the Self

“…Studies have recently begun to address this area as illustrated by GuerreroÕs work (2003) that utilized a narrative inquiry approach to examine how bilingual education teachers acquired academic Spanish proficiency. In another study of bilingual teachers, Weisman (2001) examined the relationships between bicultural identity and attitudes towards Spanish and English. A third example examined the shaping of Latina teacher personal identity resulting from conflicts encountered in both authoritative home and school discourses (Augilar, MacGillivray, & Walker, 2003).…”