Where Our Paths Crossed

Abstract

This chapter presents the case of two Latina teachers who worked with Latinx and emerging bilingual students. Their funds of identity are analyzed, and the professional development program is described, including ways it influenced the teachers' ideological clarity and sense of agency. While their experiences were different in many ways, Summer and Ximena's paths crossed through their shared experiences in the professional development program, and they became vocal advocates for language as resource and language as right perspectives in education. This chapter demonstrates the potential in professional development for teachers working with emerging bilinguals and immigrants, how teachers can move towards advocacy work and leadership by examining their own journeys and funds of identity.

Funds of Identity and Education: The Journey of a Latina Educator from Linguistic Erasure to Linguistic Empowerment

“…It also echoes the words and experiences of another Latina teacher we worked with in regards to language and funds of identity, Summer (a pseudonym). We wrote about Summer, her linguistic and ethnic struggles, and how deficit views and a sense of shame of being Latina early on in her childhood remained with her into adulthood, even keeping her from excelling in postsecondary education (López & Saunders, 2020). Summer did graduate from college and become a teacher, and eventually earned her graduate degree in education to become a literacy leader and reading specialist.…”