Critical Multilingual Language Awareness: Reflections on a YPAR Program in Teacher Education

Autor/inn/en	Fu, Shuang; Harman, Ruth; Aubain, Yamileth
Titel	Critical Multilingual Language Awareness: Reflections on a YPAR Program in Teacher Education
Quelle	In: Journal of Language, Identity, and Education, 22 (2023) 4, S.359-375 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fu, Shuang) ORCID (Harman, Ruth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2023.2202584
Schlagwörter	Language Teachers; Minority Group Teachers; Action Research; Participatory Research; Epistemology; Critical Theory; Hispanic Americans; Youth Programs; Teacher Attitudes; Language Minorities; Language Attitudes; Teaching Methods; Multimedia Instruction; Bilingualism; Biculturalism; Teacher Characteristics; Kindergarten; Elementary Secondary Education; Multilingualism; Personal Narratives; Multiple Literacies; Race; Personal Autonomy; Racism; Resilience (Psychology); Teacher Education Programs; Summer Programs; Graduate Study; Service Learning; School Community Relationship; Books; Graduate Students; Georgia + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Projektforschung; Forschungstätigkeit; Erkenntnistheorie; Kritische Theorie; Hispanic; Hispanoamerikaner; Jugendsofortprogramm; Lehrerverhalten; Sprachminderheit; Sprachverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Multimediales Lernen; Bilingualismus; Bikulturalität; Mehrsprachigkeit; Multilingualismus; Erlebniserzählung; Rasse; Abstammung; Individuelle Autonomie; Rassismus; Sommerkurs; Aufbaustudium; Graduiertenstudium; Hauptstudium; Service-Learning; Book; Buch; Monographie; Monografie; Graduate Study; Student; Students; Studentin
Abstract	This paper examines how two language educators of color developed critical multilingual language awareness (CMLA) in a combined youth participatory action research and teacher education program. Specifically, as a multilingual and diverse group of educators, we chose to use Latin@/o Critical Theory (LatCrit) as our methodology to align with the epistemological framework of YPAR. By sharing the lived experiences and insights of the two educators over the course of the program, our reflexive study demonstrates how multimodal ways of meaning making supported them in challenging deficient perspectives of minoritized languages and in changing their pedagogical practices to be more equitable. By implementing YPAR programs with a clear focus on CMLA, we become aware of our own language ideologies and grow to understand the socio-political discourses that inform our interactions with youth. Implications include the significance of incorporating multimodality and participatory pedagogies into teacher education and thereby facilitating opportunities for teacher candidates to gain awareness of the power dynamics in multilingual education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01