Combating Linguistic Hegemony: Preparing and Sustaining Bilingual Teacher Educators in the United States

Autor/inn/en	Rodríguez-Mojica, Claudia; Briceño, Allison; Muñoz-Muñoz, Eduardo R.
Titel	Combating Linguistic Hegemony: Preparing and Sustaining Bilingual Teacher Educators in the United States
Quelle	In: Teacher Education Quarterly, 46 (2019) 3, S.57-78 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Bilingual Teachers; Teacher Educators; Spanish Speaking; Cultural Differences; Mentors; Teaching Methods; English (Second Language); Teacher Attitudes; College Faculty; Teacher Education Programs; Ethnography; Teacher Qualifications; Language Skills; Universities; Language Attitudes; Equal Education; Self Concept; Race; Gender Differences; Sexual Orientation; Ethnicity; Social Class; Immigration; Politics of Education; Bilingual Education; Networks; Critical Theory; Disadvantaged; Trauma; Personal Narratives; English Language Learners; Educational Experience; Cultural Background; Language Variation + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Fakultät; Ethnografie; Lehrqualifikation; Language skill; Sprachkompetenz; University; Universität; Sprachverhalten; Selbstkonzept; Rasse; Abstammung; Geschlechterkonflikt; Sexuelle Orientierung; Ethnizität; Social classes; Soziale Klasse; Educational policy; Bildungspolitik; Bilingual teaching; Bilingualer Unterricht; Kritische Theorie; Erlebniserzählung; Bildungserfahrung; Sprachenvielfalt
Abstract	Mirroring the heterogeneity of Spanish-speaking bilingual teachers and students in the United States, the authors reflect on their diverse linguistic and cultural backgrounds to interrogate what it means to be "linguistically qualified" to prepare bilingual teachers in the United States. Through critical collaborative autoethnographies, they problematize the question of who is "linguistically qualified" to do this work and ask how universities can better prepare bilingual teacher education faculty for the distinct challenges they face so that they can thrive rather than survive and, in turn, better prepare future bilingual teachers. This article proposes three guiding principles for preparing and sustaining linguistically diverse bilingual teacher educators: (a) explore and develop language ideologies and equitable pedagogies; (b) develop and maintain critical consciousness to examine intersectional identities that include race, gender, sexual orientation, language, ethnicity, social class, and immigration status; and (c) incorporate explicit navigation of the politics of bilingual education and provide opportunities for networking and mentoring. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01