Patricia Venegas‐weber
Biographic Data
| ID | 3481806 |
|---|---|
| NAME | Patricia Venegas‐weber |
| GIVEN NAMES | Patricia |
| FAMILY NAME | Venegas‐weber |
| SIGNATURE | WEBER P V |
| AFFILIATIONS | University of Washington |
| ORCID | 0000-0001-6562-359X |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Integration and Equity in Two-Way Bilingual Education
The 70th anniversary of Brown v. Board of Education (1954) and the 50th anniversary of Lau v. Nichols (1974) have reinvigorated the conversation about the segregation-desegregation-integration deba
“Unleashing the Potential Within”
Latine novice teachers enter complex classroom contexts when teaching science with the potential for integrating their own and students’ linguistic, cultural, and racial resources and their students’ multiple literacy practices, broadly defined. Drawing on translanguaging theory and pedagogy and interdisciplinarity, this qualitative case study explores the specific, planned, pedagogical resource integration of two Latine novice two-way bilingual …
‘We couldn’t share who we are without being able to draw on this “twoness”’
This article describes a program which centered multilingualism and racial justice in higher education in an elementary teacher education program in the United States. By using the theory of ideological clarity, we sought to understand learning outcomes for teacher candidates (TCs) and their contexts, and make salient the racial and linguistic intersections within TCs' identities/subjectivities. We show that by drawing significantly on candidates…
Recontextualization in Multilingual Science Teacher Professional Learning
Examining the contextual nature of teacher professional learning is important for teachers of multilingual learners. Drawing on interview, classroom observation, and informal communication data for two focal dual language elementary science teachers, this qualitative comparative case study examines the situated nature of multilingual science teacher learning and practice processes: (1) What are the intersecting contexts that shape teachers' scien…
Bilingual, Black, Indigenous, and People of Color teacher candidates' translanguaging selves
Understanding how racially and linguistically just teacher education programs (TEPs) support the identity(ies) and translanguaging stances taken up by bilingual Black, Indigenous, and People of Color (BIPOC) teacher candidates (TCs) in their professional lives is important both for their development as teachers and for teacher preparation more broadly. Drawing on assignments, classroom observations, interviews, and data from professional learning…
“Mi conciencia habla inglés, aunque yo no quiera”
In this study, we examine translingual identity poems written by three focal Latinx Teacher Candidates (TCs) in response to assignments in their Teacher Education Program (TEP). To interpret the focal TCs work, we bring together theories of raciolinguicized subjectivities, translingual literacies, and sociopolitical wisdom. Through thematic analysis, we argue that the use of translingual identity poems provided opportunities for TCs to draw on th…
‘What language does grandma speak?’
This qualitative study explores the language ideologies of three elementary Spanish/English Dual Language teacher candidates (DLTCs) within the contexts of an elementary Teacher Education (ELTEP) program and their field placements in Dual Language Bilingual Education (DLBE) classrooms. Using language ideologies and Bourdieu’s conceptualization of symbolic power and linguistic capital, we examine how the DLTCs’ own language ideologies either align…
Critical Witnessing in Teacher Education Research
Critical feminist methodologies shift the stance of the researcher, prioritizing collaboration, community, and attention to power. Building on the concept of critical witnessing, this article forwards a methodology of collaborative self-study through the reflexive use of poetry. We present three poems that highlight significant moments in our work as critical teacher educators. As white and Latinx multilingual teacher educators, we elucidate the …
Broadening what counts as science
From ideological clarity to Linguistic Ideological Clarity
Teaching and Knowing inNepantla
Bilingual teachers' professional identity inquiry may open up possibilities for agency and equality in U.S. dual language contexts. Deploying Borderland, Agency, and Position theories, this article narrates the life histories of three nepantlera Chicanx/Latinx dual language bilingual teachers-Jessica, Roberto, and Marta-who work in different English-Spanish dual language immersion (DLI) schools in a Midwestern city. Jessica self-identified as Chi…
Teaching and Knowing inNepantla
Bilingual teachers' professional identity inquiry may open up possibilities for agency and equality in U.S. dual language contexts. Deploying Borderland, Agency, and Position theories, this article narrates the life histories of three nepantlera Chicanx/Latinx dual language bilingual teachers-Jessica, Roberto, and Marta-who work in different English-Spanish dual language immersion (DLI) schools in a Midwestern city. Jessica self-identified as Chi…
Broadening what counts as science
Recontextualization in Multilingual Science Teacher Professional Learning
Examining the contextual nature of teacher professional learning is important for teachers of multilingual learners. Drawing on interview, classroom observation, and informal communication data for two focal dual language elementary science teachers, this qualitative comparative case study examines the situated nature of multilingual science teacher learning and practice processes: (1) What are the intersecting contexts that shape teachers' scien…
Bilingual, Black, Indigenous, and People of Color teacher candidates' translanguaging selves
Understanding how racially and linguistically just teacher education programs (TEPs) support the identity(ies) and translanguaging stances taken up by bilingual Black, Indigenous, and People of Color (BIPOC) teacher candidates (TCs) in their professional lives is important both for their development as teachers and for teacher preparation more broadly. Drawing on assignments, classroom observations, interviews, and data from professional learning…
Teaching and Knowing inNepantla
Bilingual teachers' professional identity inquiry may open up possibilities for agency and equality in U.S. dual language contexts. Deploying Borderland, Agency, and Position theories, this article narrates the life histories of three nepantlera Chicanx/Latinx dual language bilingual teachers-Jessica, Roberto, and Marta-who work in different English-Spanish dual language immersion (DLI) schools in a Midwestern city. Jessica self-identified as Chi…
From ideological clarity to Linguistic Ideological Clarity
“Mi conciencia habla inglés, aunque yo no quiera”
In this study, we examine translingual identity poems written by three focal Latinx Teacher Candidates (TCs) in response to assignments in their Teacher Education Program (TEP). To interpret the focal TCs work, we bring together theories of raciolinguicized subjectivities, translingual literacies, and sociopolitical wisdom. Through thematic analysis, we argue that the use of translingual identity poems provided opportunities for TCs to draw on th…
‘What language does grandma speak?’
This qualitative study explores the language ideologies of three elementary Spanish/English Dual Language teacher candidates (DLTCs) within the contexts of an elementary Teacher Education (ELTEP) program and their field placements in Dual Language Bilingual Education (DLBE) classrooms. Using language ideologies and Bourdieu’s conceptualization of symbolic power and linguistic capital, we examine how the DLTCs’ own language ideologies either align…
Critical Witnessing in Teacher Education Research
Critical feminist methodologies shift the stance of the researcher, prioritizing collaboration, community, and attention to power. Building on the concept of critical witnessing, this article forwards a methodology of collaborative self-study through the reflexive use of poetry. We present three poems that highlight significant moments in our work as critical teacher educators. As white and Latinx multilingual teacher educators, we elucidate the …
Broadening what counts as science
‘We couldn’t share who we are without being able to draw on this “twoness”’
This article describes a program which centered multilingualism and racial justice in higher education in an elementary teacher education program in the United States. By using the theory of ideological clarity, we sought to understand learning outcomes for teacher candidates (TCs) and their contexts, and make salient the racial and linguistic intersections within TCs' identities/subjectivities. We show that by drawing significantly on candidates…
Recontextualization in Multilingual Science Teacher Professional Learning
Examining the contextual nature of teacher professional learning is important for teachers of multilingual learners. Drawing on interview, classroom observation, and informal communication data for two focal dual language elementary science teachers, this qualitative comparative case study examines the situated nature of multilingual science teacher learning and practice processes: (1) What are the intersecting contexts that shape teachers' scien…
Bilingual, Black, Indigenous, and People of Color teacher candidates' translanguaging selves
Understanding how racially and linguistically just teacher education programs (TEPs) support the identity(ies) and translanguaging stances taken up by bilingual Black, Indigenous, and People of Color (BIPOC) teacher candidates (TCs) in their professional lives is important both for their development as teachers and for teacher preparation more broadly. Drawing on assignments, classroom observations, interviews, and data from professional learning…
Integration and Equity in Two-Way Bilingual Education
The 70th anniversary of Brown v. Board of Education (1954) and the 50th anniversary of Lau v. Nichols (1974) have reinvigorated the conversation about the segregation-desegregation-integration deba
“Unleashing the Potential Within”
Latine novice teachers enter complex classroom contexts when teaching science with the potential for integrating their own and students’ linguistic, cultural, and racial resources and their students’ multiple literacy practices, broadly defined. Drawing on translanguaging theory and pedagogy and interdisciplinarity, this qualitative case study explores the specific, planned, pedagogical resource integration of two Latine novice two-way bilingual …
Multilingual Education and Policy (9 works) · Second Language Learning and Teaching (9 works) · Pedagogy (7 works) · Sociology (7 works) · EFL/ESL Teaching and Learning (6 works) · Bilingual education (4 works) · Linguistics (4 works) · Mathematics education (4 works) · Psychology (4 works) · Ideology (3 works)