Linguistic Violence, Insecurity, and Work: Language Ideologies of Latina/o Bilingual Teacher Candidates in Texas

Ek, Lucila D.; Sánchez, Patricia; Cerecer, Patricia D. Quijada

doi:10.1080/19313152.2013.768144

Cited by 68 publications

(39 citation statements)

References 34 publications

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“…Because ideologies of linguistic purism undergird approaches to language separation, it is instructive to consider how such ideologies might emerge in dual language teachers' perspectives on translanguaging. Although some educational researchers have begun to explore ideologies of linguistic purism among students, teachers, and pre-service teachers (Ek, Sánchez, & Quijada Cerecer, 2013;López, 2012;Martínez, 2013), relatively little is known about how teachers in dual language classrooms articulate and embody such ideologies with respect to translanguaging. …”

Section: Language Ideologiesmentioning

confidence: 99%

Unpacking Ideologies of Linguistic Purism: How Dual Language Teachers Make Sense of Everyday Translanguaging

Martínez

Hikida

Durán

2015

International Multilingual Research Journal

236

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This article draws on qualitative data from two Spanish-English dual language elementary classrooms to explore how teachers in these classrooms made sense of the everyday practice of bilingualism. Methodologically, this study relied on participant observation, video recording, and semi-structured interviews. Conceptually, this article draws on the notion of translanguaging to describe how these teachers and their students moved fluidly across multiple languages and dialects in their everyday interactions. Drawing on language ideological inquiry, this article illustrates that these teachers' perspectives on translanguaging sometimes echoed ideologies of linguistic purism that emphasize language separation, while also reflecting counterhegemonic ideologies that privilege Spanish and promote bilingualism. Teachers' everyday language use and instructional practices both reflected and contrasted with their stated ideologies. It is argued that a more nuanced understanding of teachers' complex language ideologies can inform efforts to help them embrace translanguaging pedagogies that recognize and build on students' everyday bilingualism.

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Section: Language Ideologiesmentioning

confidence: 99%

Unpacking Ideologies of Linguistic Purism: How Dual Language Teachers Make Sense of Everyday Translanguaging

Martínez

Hikida

Durán

2015

International Multilingual Research Journal

236

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“…A number of studies have documented the pressures exerted by linguistic ideologies on aspiring bilingual teachers, specifically their choices and expectations for professional realization (Ek, Sánchez & Quijada Cerecer, 2013;Garrity, Aquino-Sterling, Van Liew, & Day, 2016;Guerrero, 2003b). As an illustration, Sutterby and colleagues (2005) surveyed 131 preservice teachers and captured the often tortuous trajectories of heritage speakers as they became bilingual teachers.…”

Section: Teacher Candidates' Attitudes Ideologies and Professional mentioning

confidence: 99%

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

Briceño

Rodríguez-Mojica

Muñoz-Muñoz

2018

Language and Education

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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.

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“…This paso enorme of offering coursework in Spanish in the preparation of FMBs cannot be overlooked in considering and historicizing the subtractive language experiences that Latinx students endure during their K-12 trajectories (Sarmiento-Arribalzaga & Murillo, Sarmiento-Arrizbalzaga & Murillo, 2010;Sutterby et al, 2005;Valenzuela, 1999). The much-needed shift to preparing FMBs with instruction in Spanish has also been fraught with challenges that include a) a lack of synergy and critical listening between faculty in modern languages and bilingual education (Guerrero & Guerrero, 2020;Guerrero & Guerrero, 2013;Grinberg & Saavedra, 2000), b) a dearth of reading materials in Spanish (Caldas, 2019a;Guerrero & Guerrero, 2013), and c) FMBs' internalized dominant ideologies that are detrimental to their language practices (Guerrero & Guerrero, 2013;Ek et al, 2013;Rodríguez-Mojica & Briceño, 2019;Sutterby et al, 2005). Additionally, in Texas, FMBs' have the added pressure of needing to pass the Bilingual Target Language Proficiency Test.…”

Section: The Call For a Nuevo Espacio In The Preparation Of Fmbsmentioning

confidence: 99%

“Era como si esas casas no encajaban con la comunidad”: Caminatas with Futurxs Maestrxs Bilingües in a Gentrifying Latinx Community

Heiman

Bybee

Rodriguez

et al. 2021

Journal of Language, Identity & Education

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Although direct engagement with neighborhood espacios deepens student understanding, less is known about the benefits of this approach to bilingual teacher preparation programs. Our article addresses this gap by highlighting community walks, or caminatas, as a pedagogical approach with futurxs maestrxs bilingües (FMBs). Specifically, we propose an espacio emergente in the preparation of FMBs, and we examine how two Latinx professors used caminatas through a historically Latinx community in a rapidly gentrifying area to support the development of students' critical consciousness. Our findings indicate that the caminatas allowed students to historicize the local neighborhood, interrogate power and their own deficit conceptions of minoritized communities, critically listen to the sounds and voices of the community, and experience discomfort in nuanced ways. We argue that caminatas deepen FMBs' understanding of community assets and are an innovative way to support the fourth goal of preparing FMBs: developing critical consciousness.

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Linguistic Violence, Insecurity, and Work: Language Ideologies of Latina/o Bilingual Teacher Candidates in Texas

Cited by 68 publications

References 34 publications

Unpacking Ideologies of Linguistic Purism: How Dual Language Teachers Make Sense of Everyday Translanguaging

Unpacking Ideologies of Linguistic Purism: How Dual Language Teachers Make Sense of Everyday Translanguaging

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

“Era como si esas casas no encajaban con la comunidad”: Caminatas with Futurxs Maestrxs Bilingües in a Gentrifying Latinx Community

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