Explores the ways bilingual practices and people are valued or devalued depending upon the racialized identity of the language user rather than the user’s actual linguistic practices falling short of a particular—and arbitrary—standard ( Flores & Rosa, 2015 AU127: The citation "Flores & Rosa, 2015" matches multiple references. Please add letters (e.g. "Smith 2000a"), or additional authors to the citation, to uniquely match references and citations. ).
Published in Chapter:
Preparing Bilingual Teachers to Enact Culturally Sustaining Pedagogy
Claudia Rodriguez-Mojica (Santa Clara University, USA), Eduardo R. Muñoz-Muñoz (San José State University, USA), and Allison Briceño (San José State University, USA)
Copyright: © 2020
|Pages: 20
DOI: 10.4018/978-1-7998-5268-1.ch012
Abstract
Bilingual students and teachers in the U.S. live in a context where linguistic and ethnic minorities are associated with inferiority. Preparing bilingual teachers of color without explicit attention to issues of race, language, and power would maintain and feed the vicious cycle of linguistic hegemony. With the goal of preparing critically conscious future bilingual teachers equipped to enact culturally sustaining pedagogy (CSP), the authors centered issues of race, language, and power alongside bilingual instructional methodology and theories of bilingualism in their respective bilingual teacher preparation programs. Drawing on bilingual teacher preparation course material, student reflections, and bilingual teacher candidate interviews, they illustrate how two bilingual teacher preparation programs take two distinct approaches to developing bilingual teachers' critical consciousness and CSP practices. In this way, they outline how bilingual teacher educators can prepare and support bilingual teachers to enact CSP with their K-12 students.