Bilingual Review/Revista Bilingüe
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.
bilingual teacher preparation, critical consciousness, biliteracy, Spanish literacy, bilingual education, language ideologies
Claudia Rodriguez-Mojica and Allison Briceño. "Critical Consciousness in Bilingual Teacher Preparation for Emancipatory Biliteracy" Bilingual Review/Revista Bilingüe (2019).
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.