Language and Literacy Practices of Bilingual Education Preservice Teachers at a Hispanic-Serving College of Education

Rethinking and redrawing teaching and learning: Latinx preservice teachers documenting their pedagogies of the home through comic strips

“…Many LPSTs continue to find themselves in teacher education programs that overlook their cultural and linguistic identities and fail to provide them with tools to challenge deficit, monolingual ideologies (Morales, 2018). As Venegas et al (2020) argue, preparation programs that are grounded on the linguistic, cultural, and community knowledge of preservice teachers will ultimately contribute to the recruitment, retainment, and graduation of future generations of teachers who have critical understandings of content and pedagogy as well as a deep appreciation for their own culture and that of their students.…”

“…This is particularly important because research demonstrates that many LPSTs who attend HSIs within their local communities will return to teach within those very same communities (Ostorga et al, 2020). With growing populations of multilingual Latinx students in public schools across the country, scholars argue that HSIs have the potential to be transformative sites of teaching and learning that prepares LPSTs for this educational reality (Venegas et al, 2020). For example, Musanti et al (2020) preservice teacher programs in the borderlands have the opportunity to tap into the linguistic fluidity that exists in the community and engage in pedagogical practices that challenge linguistic hierarchies and standardization, considering the everyday linguistic boundaries students cross every day.…”

“…This is particularly important because research demonstrates that many LPSTs who attend HSIs within their local communities will return to teach within those very same communities (Ostorga et al., 2020). With growing populations of multilingual Latinx students in public schools across the country, scholars argue that HSIs have the potential to be transformative sites of teaching and learning that prepares LPSTs for this educational reality (Venegas et al., 2020). For example, Musanti et al.…”

“…From important language and literacy practices that are essential to navigating multilingual worlds (Nuñez, 2019) to cultivating strategies of resistance to oppressive systems (De los Ríos & Molina, 2020), Latinx communities and families contribute to knowledge production all the time. Yet, Latinx Preservice Teachers (LPSTs) are rarely given the opportunity to reflect on the language, literacies, and pedagogies found within homes and communities within their teacher preparation courses (Venegas et al., 2020). Drawing on pedagogies of the home (Delgado Bernal, 2001) as a theoretical concept, this study focuses on the forms of knowledge and pedagogical practices that exist within the homes of LPSTs and how they understand them in their everyday lives.…”

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

“…IN RESPONSE TO THE DEMAND FOR teachers able to effectively serve Latinx emergent bilinguals 1 (EBs), Hispanic‐serving institutions (HSIs) have been recruiting more Latinx 2 teacher candidates (TCs; Venegas et al., 2020). However, recruitment alone does not entirely address the marginalization facing Latinx EBs in U.S. schools (Flores & Smith, 2009; Ramirez, Faltis, & De Jong, 2018).…”