“I Look Mexican, So They Assume I Speak Spanish”: Latinx Teacher Candidates’ Experiences With Raciolinguistic Policing

Escobar, Christian Fallas; Henderson, Kathryn; Lindahl, Kristen

doi:10.1111/modl.12762

Cited by 13 publications

(1 citation statement)

References 36 publications

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“…Prior scholarship has suggested a need to recognize the linguistic diversity of teacher candidates and the importance of providing linguistically responsive instruction in education programs. For example, there exists a need for teacher educators to centre the experiences of Latinx teacher candidates to address the ways in which language ideologies impact their linguistic identities, including increased difficulty in linguistically and ethnically defining oneself, being perceived as linguistically deficient and ethnically inauthentic, and needing to adapt one's language practices (Fallas-Escobar et al, 2022). It is also necessary to provide spaces through which PSTs may "reflect upon their ideological orientations toward themselves, their future learners, and society" (Lindahl et al, 2021(Lindahl et al, , p. 1191.…”

Section: Identity Construction In Pre-and In-service Teachers Of Cult...mentioning

confidence: 99%

Becoming a Teacher of Culturally and Linguistically Diverse Learners: A Future Content-area Teacher’s Professional Identity Construction through Online Coursework

McConnell,

Tian,

Yazan

2022

TESL Canada

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In this exploratory qualitative study, we applied Clarke’s (2009) framework of ethical self-formation (substance, authority sources, self-practices, telos) to data collected from one pre-service teacher’s completed assignments in an online course at a Hispanic-serving university in the Southwestern U.S. This course was dedicated to helping pre-service secondary content-area teachers develop the knowledge, skills, and experience necessary to provide effective instruction for emergent bilinguals (EBs). Findings revealed examples of how the four axes of the participant’s identity manifested in her coursework and how they dynamically interacted. By engaging in reflective practices, she developed an increased awareness of her own sociocultural-linguistic identity and gained a better understanding of EB education and advocacy. Implications are discussed for how teacher preparation programs can prepare teachers to enter the field with a stronger sense of who they are and who they want to be as future teachers and advocates for more culturally and linguistically responsive educational practices.

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Section: Identity Construction In Pre-and In-service Teachers Of Cult...mentioning

confidence: 99%

Becoming a Teacher of Culturally and Linguistically Diverse Learners: A Future Content-area Teacher’s Professional Identity Construction through Online Coursework

McConnell,

Tian,

Yazan

2022

TESL Canada

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Critical Approaches to World Englishes

De Costa,

Green‐Eneix,

Bupphachuen

et al. 2024

The Handbook of Plurilingual and Intercultural Language Learning

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Linguistically responsive teacher identity construction through reflections on sociocultural pedagogical practices: Collaborating with secondary content area teachers of emergent bilinguals

Solís,

Lindahl,

Yazan

2024

TESOL Journal

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This article shares findings from the implementation of an ongoing National Professional Development (NPD) project that advances second language literacy and biliteracy in secondary content areas. The project is part of a research–practice partnership between a large public university and two school districts in south Texas that engages in‐service secondary school teachers seeking additional certification in English as a Second Language or Bilingual Education. Project activities adapt linguistically responsive theoretical and research perspectives to impact secondary teachers' knowledge, dispositions/beliefs, and practices. Analysis examines how secondary in‐service content‐area teachers reflect, narrate, and enact their professional identities as linguistically responsive teachers of emergent bilinguals (EBs) through professional learning activities. Findings describe how participants negotiated their identities as teachers of linguistically responsive instruction for EBs, as demonstrated through their engagement of reflective practices, digital language stories, and enactments of sociocultural pedagogical practices.

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“I Look Mexican, So They Assume I Speak Spanish”: Latinx Teacher Candidates’ Experiences With Raciolinguistic Policing

Cited by 13 publications

References 36 publications

Becoming a Teacher of Culturally and Linguistically Diverse Learners: A Future Content-area Teacher’s Professional Identity Construction through Online Coursework

Becoming a Teacher of Culturally and Linguistically Diverse Learners: A Future Content-area Teacher’s Professional Identity Construction through Online Coursework

Critical Approaches to World Englishes

Linguistically responsive teacher identity construction through reflections on sociocultural pedagogical practices: Collaborating with secondary content area teachers of emergent bilinguals

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