Critical Approaches to Spanish Language Teacher Education: Challenging Raciolinguistic Ideologies and Fostering Critical Language Awareness

Autor/in	Quan, Tracy
Titel	Critical Approaches to Spanish Language Teacher Education: Challenging Raciolinguistic Ideologies and Fostering Critical Language Awareness
Quelle	In: Hispania, 104 (2021) 3, S.447-459 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2133
Schlagwörter	Critical Theory; Metalinguistics; Teaching Methods; Race; Second Language Learning; Second Language Instruction; Spanish; Language Teachers; Professional Identity; Pedagogical Content Knowledge; Preservice Teachers; Teacher Education Programs; Methods Courses; Case Studies; Minority Group Teachers; Language Attitudes; Mexican Americans; Native Speakers; African American Students; Language Variation; Hispanic American Students + Suchen Sie Ihr Suchwort? Kritische Theorie; Metalanguage; Metasprache; Teaching method; Lehrmethode; Unterrichtsmethode; Rasse; Abstammung; Zweitsprachenerwerb; Fremdsprachenunterricht; Spanisch; Language teacher; Sprachunterricht; Pädagogische Kompetenz; Methodisch-didaktische Anleitung; Case study; Fallstudie; Case Study; Sprachverhalten; Hispanoamerikaner; Muttersprachler; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Sprachenvielfalt; Hispanic; Hispanic Americans
Abstract	Drawing on raciolinguistics and critical pedagogies, this article discusses critical approaches to Spanish language teacher education. Previous research highlights how racialized, monolingual, and native speaker language ideologies underlie Spanish language instruction and subsequently influence teachers' impressions of themselves and of their students. As such, this paper presents a model of a critically oriented methods course that includes content knowledge (sociolinguistics, critical language awareness, translanguaging) and pedagogical content knowledge (different "Spanishes," social justice teaching) that may be incorporated to heighten preservice teachers' critical awareness and encourage them to challenge language ideologies in their future profession. Case studies of two preservice teachers of Spanish: Ari, a Mexican American heritage speaker of Spanish, and Ray, an African American language learner of Spanish, are also discussed in order to highlight the impact of such a course on developing teacher identities and their praxis, especially for teachers of minoritized backgrounds. (As Provided).
Anmerkungen	American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: AATSPoffice@aatsp.org; Web site: http://www.aatsp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01