“My Spanish Feels Like My Second Language”: Addressing the Challenges of the Academic Language of Bilingual Teachers

Arroyo-Romano, Jacqueline

doi:10.1080/15348431.2022.2146118

Journal of Latinos and Education

2022

DOI: 10.1080/15348431.2022.2146118

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“My Spanish Feels Like My Second Language”: Addressing the Challenges of the Academic Language of Bilingual Teachers

Jacqueline Arroyo-Romano

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2024

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Cited by 2 publications

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Advancing Sustainable Learning by Boosting Student Self-regulated Learning and Feedback Through AI-Driven Personalized in EFL Education

Muthmainnah,

Cardoso,

Alsbbagh

et al. 2024

Lecture Notes in Networks and Systems

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Advancing Sustainable Learning by Boosting Student Self-regulated Learning and Feedback Through AI-Driven Personalized in EFL Education

Muthmainnah,

Cardoso,

Alsbbagh

et al. 2024

Lecture Notes in Networks and Systems

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The Terrorized Experiences of Latina Bilingual Preservice Teachers With Language and Race

Arellano Jr.,

Soltero López,

Carrizales

2024

Advances in Educational Marketing, Administration, and Leadership

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The United States is a multilingual country, yet there continues to be a deficit view of languages spoken in classrooms other than English. The purpose of this study is to examine the lived experiences of Latina bilingual preservice teachers in relationship to language and race. Specifically, the authors consider how linguistic terrorism and racism influence future career decision-making for these students. This qualitative study considers the lived experiences of eight bilingual preservice teachers in California and Texas. Utilizing narrative inquiry from a grounded theory perspective, the study examines the experiences surrounding their use of Spanish and how they are treated as racialized beings. Findings demonstrate how the participants turned these negative experiences into motivation and fuel to become bilingual classroom teachers. Conclusions suggest the need to restructure educator preparation programs addressing the challenges faced by future teachers as they navigate raciolinguistic spaces in their educational journeys. Implications for research, policy, and practice are presented.

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“My Spanish Feels Like My Second Language”: Addressing the Challenges of the Academic Language of Bilingual Teachers

Cited by 2 publications

References 31 publications

Advancing Sustainable Learning by Boosting Student Self-regulated Learning and Feedback Through AI-Driven Personalized in EFL Education

Advancing Sustainable Learning by Boosting Student Self-regulated Learning and Feedback Through AI-Driven Personalized in EFL Education

The Terrorized Experiences of Latina Bilingual Preservice Teachers With Language and Race

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