From English learner to Spanish learner: raciolinguistic beliefs that influence heritage Spanish speaking teacher candidates

Abstract

This qualitative study explored Spanish-speaking teacher credential students' beliefs about academic language that might promote or inhibit their decision to become bilingual teachers. Data includes interviews with 11 bilingual teacher candidates who were heritage Spanish speakers. Findings show that most were only aware of English-only educational contexts and did not know that bilingual teaching, and the bilingual authorization pathway, were options. Their schooling experience fostered English hegemony; even their Spanish classes were pervaded by linguistic purism and elitism. Schools taught them that their registers of Spanish, which they learned at home, were insufficient, inappropriate or incorrect. Consequently, they questioned their ability to become bilingual teachers. Language register and social class were intimately connected in the data. Participants viewed bilingual education as a pathway toward more equitable educational opportunities for Latinx students. Implications include the need for bilingual teacher preparation to address critical sociolinguistics concepts that explore the relationships between language, race and ethnicity in education. Future research is needed to explore how heritage Spanish speaking bilingual teachers enact their beliefs about equity through bilingual education, the challenges they face, and the ways that teacher education programs and professional development providers could support their work.

Two‐way immersion teacher preparation

“…Similar to the Briceño et al (2018) and Varghese and Snyders' (2018) studies, the PSTs in this study found their academic Spanish was lacking. However, unlike the latter studies, the PSTs in this study stated they did not plan to become TWI teachers.…”

“…Findings revealed that the teacher education program lacked TWI‐focused courses, and this oversight carried over into the practica during which the candidates received little feedback related to TWI pedagogy. Similar to the Briceño et al (2018) study, teacher candidates felt their Spanish varieties were downgraded during the practica which resulted in them believing they did not have the type and level of Spanish needed for teaching in a TWI program. Varghese and Snyder (2018) also found that the teacher candidates possessed a strong agency, because of their histories of marginalization in the classroom.…”

“…Through an inquiry, PSTs create questions about an aspect of pedagogy, experiment in the classroom, and make adjustments based on data they collect. Using Faltis' and Valdés' inquiry research framework as part of a TWI field experience could foster the critical consciousness called for by current scholars (Alfaro, 2018, 2019; Briceño et al, 2018; Cervantes‐Soon et al, 2017; Faltis & Valdés; 2016; Hernández, 2017; Palmer, 2018; Varghese & Snyder, 2018). Through inquiry and reflection, novice TWI teachers may adjust their language ideologies, become advocates for language learners and their families, and respect and elevate their students' language and cultural assets (Alfaro, 2019).…”

“…Currently, there is much scholarly discussion about the importance of developing TWI teachers' critical consciousness and providing opportunities for their self‐examination of linguistic ideologies (Alfaro, 2019, 2018; Briceño, Rodriguez‐Mojica & Muñoz‐Muñoz, 2018; Cervantes‐Soon et al, 2017; Faltis & Valdés; 2016; Hernández, 2017; Palmer, 2018; Palmer, Cervantes‐Soon, Dorner & Heiman, 2019; Varghese & Snyder, 2018). Critically conscious TWI teachers value their emerging multiliguals' (EMs) 3 cultural backgrounds and language varieties and infuse their funds of knowledge into pedagogy.…”

“…The authors argued that critical consciousness needs to be a goal of TWI programs, accordingly, developing critical consciousness should be a goal of TWI teacher preparation. Briceño et al (2018) studied 11 heritage Spanish-speaker teacher candidates' beliefs about academic language and how those beliefs influenced their decisions to become bilingual teachers. Through audio-recorded semi-structured interviews, the researchers found that teacher candidates' Spanish varieties were not valued in the K-12 education system, nor during college Spanish language courses.…”