Publication Date

10-1-2019

Document Type

Article

Publication Title

Bilingual Review/Revista Bilingüe

Volume

34

Issue

1

Abstract

This qualitative study draws on interviews and instructional material to investigate bilingual teacher candidates’ beliefs about their biliteracy development and illustrates how one bilingual teacher preparation program implemented counterhegemonic discourse and pedagogy aiming to develop candidates’ critical consciousness. The findings reveal that candidates had internalized deficit beliefs about biliteracy that corresponded to societal power dynamics. Developing the candidates’ critical consciousness enabled them to examine their own and their students’ biliteracy in the current and historical contexts of linguicism, racism, and oppression. Our findings support the exploration of critical consciousness as a pedagogical tool in the preparation of K-12 bilingual teachers.

Keywords

bilingual teacher preparation, critical consciousness, biliteracy, Spanish literacy, bilingual education, language ideologies

Comments

This article originally appeared in Bilingual Review/Revista Bilingüe, Volume 34, Issue 1, 2019. The article can also be found online at: https://bilingualreviewjournal.org/index.php/br/article/view/299.

Department

Teacher Education

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