Three worlds pitfall? A transfronteriza Latina bilingual teacher leveraging literacy to navigate, home, school, and university divides

“I Try to Read to Them in Both Languages”: Bilingual Maestras’ Enactment and Embodiment of Critical Biliteracies Through Bilanguaging Love

“…Maria also discussed two texts—which she loves to read to her students—that comprised part of her home and school library: ¡El Cucuy! (Hayes, 2001) and La Llorona (Hayes, 1998). She valued these bilingual books because they embodied her love of the Spanish language; they also illustrated the importance of her Mexican culture because they reflected the oral tradition of Mexican folklore and storytelling (Reese, 2012).…”

“…Additionally, the BPSTs' ruminations illuminated how their languages and alternative ways of knowing literacy were not privileged in school-emphasizing the stratification and power differentials embedded within schooled literacy practices-that they could then distinguish, critique, and disrupt (Harvey-Torres & Degollado, 2021). Scholars have agreed that epistemic knowledge of BPSTs should be the font from which they envision their bilingual and biliteracy practices (Bustos Flores, 2001;Harvey-Torres et al, 2022). In short, the ways of knowing and being for BPSTs are often excluded from official schooling, a practice that privileges whiteness to the detriment of the knowledges and literacies being developed in the homes and communities of BPSTs.…”

Becoming a Teacher of Culturally and Linguistically Diverse Learners: A Future Content-area Teacher’s Professional Identity Construction through Online Coursework

“…It is also necessary to provide spaces through which PSTs may "reflect upon their ideological orientations toward themselves, their future learners, and society" (Lindahl et al, 2021(Lindahl et al, , p. 1191. These spaces may be created within university classrooms, or through university-school partnerships that serve as a bridge between teacher candidates' background experiences, university coursework, and field experiences (Ek & Domínguez Chávez, 2015;Harvey-Torres et al, 2022). Ultimately these types of spaces may help future teachers counter negative language ideologies and construct their identities as agents of change and advocates for themselves, their students, and their students' families.…”

“…Lauwo et al (2022) argue that "a nuanced understanding of relationships between teacher education and teacher identity development is crucial to supporting PSTs [pre-service teachers] to self-identify as plurilingual educators responsible for equitably serving linguistically, culturally, and racially diverse learners" (p. 115). In addition, providing opportunities for PSTs to engage in identity exploration and learn to navigate conflicts between home, school, and university experiences may serve as one way to address burnout and attrition (Harvey-Torres et al, 2022).…”