Session Information
WERA SES 07 D, A Global Perspective on Multiple Languages in the Classroom
Paper Session
Contribution
Linguistic Identities and Pedagogy of Bilingual Teachers: Transnational Perspectives and Practices
Purpose
This study explored the languages and literacies of K-2 bilingual transnational teachers. This study aimed to understand how linguistic repertoires shape Latina bilingual educators’ pedagogy. The focus was on bilingual (Spanish/English) practitioners in the context of public education at the elementary level on the U.S.-Mexico border region, specifically the Texas-Mexico borderlands. Bilingual education addresses the learning needs of diverse students; dual language education is a recent trend in the U.S. (García, 2009; Hornberger, 2004).
Theoretical Framework
Situated in sociocultural theory (NLG, 1996; Street, 1984), this ethnographic study explored the linguistic identities, literacy practices and transnational experiences of bilingual Latina teachers. Located in a transnational sociopolitical context of bilingualism, the linguistic histories of seven Mexican-origin dual language teachers’ multiple identities were analyzed by drawing from theories of Funds of Knowledge (González, Moll, & Amanti, 2005), language ideologies, and biliteracy (Hornberger, 2004).
Method
Expected Outcomes
References
References García, O. (2009). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell. González, N. (2005). I am my language: Discourses of women and children in the borderlands. Tucson, AZ: The University of Arizona Press. González, N. E., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. Mahwah, NJ: Erlbaum. Heath, S. B., & Street, B. V. (2008). On ethnography: Approaches to language and literacy research. New York: Teachers College Press. Hornberger, N. H. (2004). The Continua of Biliteracy and the Bilingual Educator: Educational Linguistics in Practice. International Journal of Bilingual Education and Bilingualism, 7(2), 155-171. Jimenez, R. (2000). Literacy and the identity development of Latina/o students. American Educational Research Journal, 37(4), 971-1000. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92. Staudt, K. A. (2008). Violence and activism at the border: Gender, fear, and everyday life in Ciudad Juárez. Austin, TX: University of Texas Press Street, B. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press.
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