Publication Date
5-1-2020
Document Type
Contribution to a Book
Publication Title
Handbook of Research on Diversity and Social Justice in Higher Education
Editor
Jared Keengwe
DOI
10.4018/978-1-7998-5268-1.ch012
First Page
202
Last Page
221
Abstract
Bilingual students and teachers in the U.S. live in a context where linguistic and ethnic minorities are associated with inferiority. Preparing bilingual teachers of color without explicit attention to issues of race, language, and power would maintain and feed the vicious cycle of linguistic hegemony. With the goal of preparing critically conscious future bilingual teachers equipped to enact culturally sustaining pedagogy (CSP), the authors centered issues of race, language, and power alongside bilingual instructional methodology and theories of bilingualism in their respective bilingual teacher preparation programs. Drawing on bilingual teacher preparation course material, student reflections, and bilingual teacher candidate interviews, they illustrate how two bilingual teacher preparation programs take two distinct approaches to developing bilingual teachers' critical consciousness and CSP practices. In this way, they outline how bilingual teacher educators can prepare and support bilingual teachers to enact CSP with their K-12 students.
Department
Teacher Education
Recommended Citation
Claudia Rodriguez-Mojica, Eduardo R. Muñoz-Muñoz, and Allison Briceño. "Preparing Bilingual Teachers to Enact Culturally Sustaining Pedagogy" Handbook of Research on Diversity and Social Justice in Higher Education (2020): 202-221. https://doi.org/10.4018/978-1-7998-5268-1.ch012
Comments
This is the Version of Record, and has been used with the permission of IGI Global, under their Fair Use Policy.