Shifting discourses in teacher education: Performing the advocate bilingual teacher

Caldas, Blanca

doi:10.1080/10632913.2017.1287801

Cited by 15 publications

(12 citation statements)

References 28 publications

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“…Second, I utilized drama‐based pedagogies to reenact and discuss issues relevant to the field of bilingual education—racism, linguicism, and xenophobia (Boal, ). The use of drama‐based pedagogies and particularly Boal's Forum Theater added a different dimension to learning since the conscientization of teachers might require more than readings (Cahnmann‐Taylor & Souto‐Manning, ) and move on to turn the classroom into spaces where emergent advocacy in real‐life situations can be rehearsed (for more information, see Caldas, , ). Finally, I selected key material that wrestled with language ideologies regarding bilingualism and bilingual education.…”

Section: The Studymentioning

confidence: 99%

To switch or not to switch: Bilingual preservice teachers and translanguaging in teaching and learning

Caldas

2019

TESOL Journal

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This ethnographic study examines the language ideology shifts among a group of 20 Mexican American/Latinx preservice bilingual teachers within a translanguaging space (Wei, 2011). This article explores how understanding different language ideological approaches to bilingualism and bilingual education through the use of translanguaging as the language of instruction push participants to examine their bilingual identities, linguistic trajectories and ideologies, and their own future approach to language and content teaching. Findings show that all the participants agreed they would use translanguaging as a language policy in their future classrooms as they experienced its benefits first-hand during this study. At the same time, the participants proposed a combination of approaches depending on students' linguistic needs, placing more emphasis on the language that requires more development. This quest for ideological coexistence stemmed from the participants' reflections of the socio-cultural-historical-political contexts of the schooling of emergent bilinguals in the United States combined with their own linguistic and educational trajectories, which promoted a new awareness and commitment to avoid a new cycle of language marginalization in their future classrooms.

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Section: The Studymentioning

confidence: 99%

To switch or not to switch: Bilingual preservice teachers and translanguaging in teaching and learning

Caldas

2019

TESOL Journal

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“…Advocacy is when either the self or an other voices the needs of the learner to ensure the necessary resources are available for a student to be successful in the academic setting (Caldas, 2017).…”

Section: Advocacymentioning

confidence: 99%

“…Advocacy, on the other hand, is when either the self or an other voices the needs of the learner to ensure the necessary resources are available for a student to be successful in the academic setting (Caldas, 2017). So in the upcoming section I will be referring to the ability to act agentically as well as the use of discourses of advocacy.…”

Section: Ideology Of Smartnessmentioning

confidence: 99%

“…So in the upcoming section I will be referring to the ability to act agentically as well as the use of discourses of advocacy. Acts of agency can produce discourses of advocacy and one can advocate for the right to act agentically; however, advocacy is much more specific in the purpose of its dialogical acts (Caldas, 2017). To the focal participants, agency appears to be more about being able to make choices about one's own learning, while advocacy is fighting for a specific educational outcome.…”

Section: Ideology Of Smartnessmentioning

confidence: 99%

“…By not accepting the answer she provided, was I positioning Gabriella as knowing or not knowing? On one hand, it appeared that I enacted the social identity of the good teacher because that is what a good teacher does--challenge and advocate for students (Caldas, 2017). A good teacher makes sure that a student learns and a student can show they have learned by answering a question.…”

Section: The Other Participant: Further Self-reflectionmentioning

confidence: 99%

See 2 more Smart Citations

Influence Of Language Ideologies And Positioning On Emergent Bilinguals Linguistic Identity

Urbanc¹

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Linguistically Responsive Instruction for Latinx Teacher Candidates: Surfacing Language Ideological Dilemmas

2021

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This qualitative study explored Linguistically Responsive Instruction (LRI) for linguistically diverse Latinx preservice Teacher Candidates (TCs) at a tertiary institution in the southwest region of the United States. To provide an example of preparing TCs to engage in LRI by helping them reflect upon ideological orientations, we operationalized LRI as a series of three reflective tasks-language portraits, ideology trees, and utterance analysis-designed to pose linguistic ideological dilemmas (LIDs) for participants. Findings from multimodal thematic analysis suggest that during the study, engaging in LRI afforded teacher candidates space to explore tensions surrounding broader ideologies in circulation (ideological infrastructures), as well as personal ideological orientations towards themselves, their future learners, and society. These tensions generated dilemmas that caused participants to engage in language and ethnicity gatekeeping in ways that revealed the impact of institutionalized ideological stances toward linguistically and ethnically diverse speakers. Implications include (1) potential ways for faculty and students interested in LRI implementation to interrogate sociopolitical dimensions of language use across disciplines, (2) better understanding of whether and what type of ideological clarity may emerge from LRI in tertiary classrooms, and (3) how LRI might contribute to the disruption of less nuanced approaches to serving linguistically diverse learners in higher education.

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Shifting discourses in teacher education: Performing the advocate bilingual teacher

Cited by 15 publications

References 28 publications

To switch or not to switch: Bilingual preservice teachers and translanguaging in teaching and learning

To switch or not to switch: Bilingual preservice teachers and translanguaging in teaching and learning

Influence Of Language Ideologies And Positioning On Emergent Bilinguals Linguistic Identity

Linguistically Responsive Instruction for Latinx Teacher Candidates: Surfacing Language Ideological Dilemmas

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