"I Look Mexican, so They Assume I Speak Spanish": Latinx Teacher Candidates' Experiences with Raciolinguistic Policing

Autor/inn/en	Fallas-Escobar, Christian; Henderson, Kathryn; Lindahl, Kristen
Titel	"I Look Mexican, so They Assume I Speak Spanish": Latinx Teacher Candidates' Experiences with Raciolinguistic Policing
Quelle	In: Modern Language Journal, 106 (2022) 1, S.196-215 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fallas-Escobar, Christian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12762
Schlagwörter	Hispanic American Students; Preservice Teachers; Student Experience; Racial Bias; Spanish Speaking; Language Usage; Texas + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Studienerfahrung; Racial discrimination; Rassismus; Sprachgebrauch
Abstract	This critical discourse analysis study examines Latinx primary and secondary school teacher candidates' (TCs) struggles with raciolinguistic ideologies that connect speaking Spanish to being authentically Latinx. Data came from a larger qualitative project, in which these TCs engaged in reflexive language ideology and awareness tasks, as part of an English-as-a-second-language methods class at a large Hispanic-serving university in Texas. In this study, we center Latinx TCs' experiences with and responses to raciolinguistic ideologies framing them as linguistically lacking and/or ethnically inauthentic. Our findings have implications for the ways teacher educators engage Latinx TCs in the interrogation of language ideologies during teacher preparation. We conclude this article by offering pathways for educators to engage Latinx TCs in challenging the practice of marginalizing Latinx individuals via their language practices. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01