Two Latina bilingual teacher candidates’ perceptions of language proficiency and language choice options: Ideological encounters with listening and speaking others

“I Look Mexican, So They Assume I Speak Spanish”: Latinx Teacher Candidates’ Experiences With Raciolinguistic Policing

“…Further, echoing Chaparro's (2019) and García–Mateus's (2020) research findings, our study suggests that raciolinguistic ideologies have socialized Latinx TCs into connecting Latinx authenticity to particular varieties of Spanish in ways that overdetermine whether or not they can claim bilingualism or a particular ethnicity. Finally, and similarly to Fallas–Escobar & Treviño (2021), Latinx TCs reported engaging in interactions with listening‐others who have significantly shaped their perceptions of themselves. However, our study differs in two substantive ways.…”

“…(2018) scrutinized how raciolinguistic ideologies informed Latinx TCs’ choice for English‐as‐a‐second‐language (ESL) over bilingual education certifications on the basis of a perceived lack of proficiency in Spanish. More recently, Fallas–Escobar & Treviño (2021) examined the ways two Latinx bilingual education TCs’ experiences with raciolinguistic ideologies colored their perceptions of their own bilingual proficiency, and institutionally sanctioned language choice options (e.g., English‐only) within and beyond the TC preparation classroom.…”

“…Our hope is that Latinx TCs’ resignification of TexMex and Spanglish would transform the TC preparation classroom into spaces where Latinx and non‐Latinx TCs do not feel policed by notions of “proper,” “standard,” and “academic” language (Ek et al., 2013). In like manner, we hope these efforts would mobilize the linguistic resources Latinx TCs bring with them to the classroom (Stroud & Kerfoot, 2020), ensuring that they are listening to, speaking to, and seeing one another in ways that are nurturing and respectful (Fallas–Escobar & Treviño, 2021).…”

Fidelity to participants when researching multilingual language teachers: A systematic review

“…Since multilingualism and language are not defined in her study, the implication appears to be that multilingualism is a trait linked to people of colour and not common to ‘whites’. Escobar and Treviño (2021, p. 130), in their study of two MLTs in the United States, categorise the ‘idealized linguistic practices of Whiteness’ as ‘monolingual’ and ‘native speakerism’ (for a discussion of native speakerism, see Calafato, 2019), with Pacheco et al (2019) and Maddamsetti (2020) similarly presenting a racialised view of their participants’ multilingualism. For example, referencing Hollins (2015), Pacheco et al note that teachers in the country are largely ‘white and monolingual’ (p. 76).…”