Preparing Ideologically Clear Bilingual Teachers to Recognize Linguistic Geniuses 1

Alfaro, Cristina; Bartolomé, Lilia I.

doi:10.4324/9781351204231-4

Cited by 13 publications

(6 citation statements)

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“…Most of this work has concentrated on exposing the harmful language ideologies underpinning the monolithic position (e.g. Alfaro & Bartolomé, 2017; Motha, 2014; Wiese et al., 2017). The present study attempts to dig deeper into pre‐service teacher belief systems by focusing attention on the ontological beliefs upon which their ideologies rely (cf.…”

Section: Introductionmentioning

confidence: 99%

Modeling Plurilithic Orientations to English with Pre‐Service Teachers: An Exploratory International Study

2022

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A major challenge for Teaching English to Speakers of Other Languages (TESOL) professionals is how to address the learning needs of diverse learners for whom a monolithic, native-normed version of English is no longer always useful or appropriate. Research in Global Englishes (GE) has noted many teachers' resistance to the adoption of a more "plurilithic" orientation. This study explores whether monolithic beliefs can be effectively challenged using practitioner role models. Video clips featuring early-career English teachers from Germany and China modeling a plurilithic orientation were played to pre-service teachers with the same L1 ("near peers") or different L1s ("more distant peers"). Before viewing, participants responded to a questionnaire assessing their beliefs about English. Immediately following viewing, open-ended reactions to the video content were collected. One month later, participants answered the questionnaire again to measure potential changes in belief. After a further 5 months, a small group of participants were interviewed to explore impacts in greater depth. Data indicate that viewing the role models was a positive experience for most participants and was associated with significant increases in plurilithic orientation for near peers, with evidence of enduring impact for some. We interpret these

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Section: Introductionmentioning

confidence: 99%

Modeling Plurilithic Orientations to English with Pre‐Service Teachers: An Exploratory International Study

2022

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“…Alfaro and Quizada (2010) argue that situated learning practices allow individuals to examine their beliefs and assumptions regarding their own understanding of knowledge. Within preservice teacher preparation programs, this is done through the interrogation of what preservice teachers have learned in their own k-12 schooling (Alfaro, 2008, Alfaro and Bartolomé, 2017). Our work mirrors how through the interrogation of their own experiences preservice teachers are able to understand what was taken from them.…”

Section: Discussionmentioning

confidence: 99%

“…Bilingual education has continuously been faced with challenges and debates (Cervantes-Soon et al , 2017; Flores, 2013). Therefore, promoting political and ideological clarity (Alfaro and Bartolomé, 2017; Bartolomé and Balderrama, 2001; Ek and Sánchez, 2008) within bilingual teacher preparation programs has become a central focus. Preservice teacher political and ideological clarity is grounded in students’ ability to recognize the ways in which hegemonic discourses that perpetuate systemic oppression affect the learning of CLD students (Ek and Sánchez, 2008).…”

Section: Identity and Education Researchmentioning

confidence: 99%

“I did not realize that my teacher had taken away part of my identity”: bilingual preservice teachers’ virtual libraries project

Espinoza

Kohler

2022

JME

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Purpose The purpose of this study is to investigate how participating in a multicultural education course impacted bilingual preservice teachers' (BPSTs) conceptions of identity and how they were able to use their experiential knowledge to create a virtual library based on a variety of topics related to multicultural education. Design/methodology/approach This qualitative case study examines the experiences of three BPST candidates within a multicultural education course during the fall 2020 semester. The authors focused on three preservice teachers’ written reflections, interviews and work samples based on a virtual library project. Findings The authors describe the critical role BPST preparation programs have in developing coursework that provides opportunities for building a positive self-identity that values life experiences. Such opportunities foster BPSTs’ ability to create lessons that are reflective of identity and diversity inclusive of culture, language, immigration and LGBTQ+. Originality/value For some time now, researchers have examined how teacher education programs should include opportunities to interrogate preservice teachers' own experiences in K-12. However, few researchers have directly documented how to connect these experiences to preservice teacher coursework and create classroom resources based on these critical reflections.

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“…Premised on the necessity for TCs to become able to interrogate the societal factors weighing down on bilingual education, Bartolomé (2004) and Alfaro and Bartolomé (2017) posited that bilingual TCs must develop political clarity and ideological clarity . Political clarity involves acquiring a deepening consciousness of the sociopolitical and economic realities of educational settings.…”

Section: Literature Reviewmentioning

confidence: 99%

Latina/o bilingual teacher candidates’ meaning-making of space and place: Attending to raciolinguistic landscapes in bilingual teacher education

Escobar

Deroo

2023

Multimodality & Society

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In this article, we examine the ways 17 Latina/o bilingual teacher candidates (TCs) employed spatial rationales to make meaning of why they mostly leverage English within their bilingual teacher education classes at their Hispanic-Serving Institution. We asked: (1) How do TCs interpret the predominance of English on campus and the bilingual teacher education program? (2) What do TCs’ understandings reveal about the nature of the structures sustaining the hegemony of English? To answer these questions, we drew upon the raciolinguistic perspective and critical notions of space and place. Findings reveal that despite the University’s mission to serve Latina/o students, TCs still experience English as connected to the United States and the predominantly white community where campus is located, and Spanish as belonging in Mexico and the heavily Mexican and Mexican American neighborhoods south of the city. Our analysis suggests that this mapping of language and race ideologies onto particular spaces/places—or what we have termed raciolinguistic landscapes—reflects and reproduces boundaries that uphold institutionalized systems of exclusion. Findings have implications for bilingual teacher education, with regards to ways to help TCs critically engage raciolinguistic landscapes.

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Preparing Ideologically Clear Bilingual Teachers to Recognize Linguistic Geniuses 1

Cited by 13 publications

References 0 publications

Modeling Plurilithic Orientations to English with Pre‐Service Teachers: An Exploratory International Study

Modeling Plurilithic Orientations to English with Pre‐Service Teachers: An Exploratory International Study

“I did not realize that my teacher had taken away part of my identity”: bilingual preservice teachers’ virtual libraries project

Latina/o bilingual teacher candidates’ meaning-making of space and place: Attending to raciolinguistic landscapes in bilingual teacher education

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