Teaching and Knowing in "Nepantla": "I Wanted Them to Realize That, That 'Is' Being Bilingual."

Autor/in	Venegas-Weber, Patricia
Titel	Teaching and Knowing in "Nepantla": "I Wanted Them to Realize That, That 'Is' Being Bilingual."
Quelle	In: International Multilingual Research Journal, 12 (2018) 3, S.160-172 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2018.1474622
Schlagwörter	Cultural Influences; Pedagogical Content Knowledge; Teaching Experience; Elementary School Teachers; Critical Incidents Method; Resistance (Psychology); Hispanic Americans; Interviews; Spanish; English (Second Language); Bilingual Teachers; Biographies; Professional Identity; Bilingual Education + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; Pädagogische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Resistenz; Hispanic; Hispanoamerikaner; Interviewing; Interviewtechnik; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Biography; Biografie; Biographie; Bilingual teaching; Bilingualer Unterricht
Abstract	Bilingual teachers' professional identity inquiry may open up possibilities for agency and equality in U.S. dual language contexts. Deploying Borderland, Agency, and Position theories, this article narrates the life histories of three "nepantlera" Chicanx/Latinx dual language bilingual teachers--Jessica, Roberto, and Marta--who work in different English-Spanish dual language immersion (DLI) schools in a Midwestern city. Jessica self-identified as Chicana and the other two participants as Latinos. The purpose of the study was to examine the complexity of these teachers' professional identity development and their possibilities for agency within "nepantla"--their negotiating of their linguistic and cultural identities as English- or Spanish-only teachers in a dual language program with a strict language separation model. Data included three life history interviews with each participant over four months. Findings suggest possibilities for teachers' assertion of their silenced bilingual voices, for reclaiming their linguistic and cultural identities, and for further developing their "bilingual pedagogical noticing," as well as conscious leveraging of their aesthetic and deeply personal understanding of themselves--of "nepantla"--to assert more holistic bilingual and bicultural identities in DLI programs. Through sociopolitical consciousness and the leveraging of educators' and students' identities, the context for teaching and learning can be (re)imagined to allow for (re)presenting teachers' fuller, holistic professional identities and for opening up potential spaces for agency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01