Christian Fallas‐Escobar
Biographic Data
| ID | 5997615 |
|---|---|
| NAME | Christian Fallas‐Escobar |
| GIVEN NAMES | Christian |
| FAMILY NAME | Fallas‐Escobar |
| SIGNATURE | ESCOBAR C F |
| AFFILIATIONS | The University of Texas at San Antonio |
| ORCID | 0000-0001-8227-8572 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Latina/o bilingual teacher candidates' experiences with raciolinguistic dystopian and utopian moments and spaces
This study draws from a critical ethnography with Latina/o bilingual teacher candidates (TCs) in Southwest Texas. Using raciolinguistic ideologies as our lens, we examined data coming from participant‐observation field notes, interviews, and artifacts. We found that these TCs have experienced raciolinguistic dystopian moments where their linguistic practices and identities are marginalized. We also found that, in the face of marginalizing ideolog…
Latina Teachers' Enactment of Counter‐Hegemonic Worlds of Language and Bilingual Education in Miami Early Childhood Education Settings
In this article, we draw on a worlding perspective to examine four Latina teachers' accounts of their experiences as racialized language users and teachers of young Latine children. Data included coursework produced by these teachers during a translanguaging‐focused professional development course, as well as interviews held with them about bilingualism and bilingual education. Data were analyzed using open, axial, and focused coding. We found th…
Language teacher candidates of color's critical emotional work toward interrogating raciolinguistic shame
Raciolinguistic metacommentary
This article documents the spontaneous, implicit, and explicit ideological commentary – what I have termed raciolinguistic metacommentary – that 17 Latina/o bilingual teacher candidates (TCs) reported encountering in their everyday lives on both sides of the U.S.-Mexico border. Analysis of data from a one-year critical ethnography shows that these ideological comments not only point to perceived (non)linguistic difference at the individual level …
“Se me sale el Español y se me pega el Spanglish!”
This article examines the ways Latino/a bilingual teacher candidates (TCs) talk about their own and others’ language practices and the ways this talk reflects and reproduces racialized notions of bilingualism. Drawing on data from a one-year critical ethnography at a Hispanic-serving institution in Southwest Texas, this article demonstrates that TCs have been socialized into raciolinguistic ideologies of Spanish as language to be contained and Sp…
Raciolinguistic chronotopes in bilingual teacher candidates’ language portraits
This study explored 17 bilingual teacher candidates' (bilingual TCs) representations of their lived experience of language via linguistic portraits. Specifically, attention was paid to the semiotic elements (space, place, time, and the body) these bilingual TCs employed and the ways this assemblage of elements formed raciolinguistic chronotopes. Analysis demonstrates that raciolinguistic chronotopes enabled bilingual TCs to portray their experien…
Latina/o bilingual teacher candidates’ meaning-making of space and place
In this article, we examine the ways 17 Latina/o bilingual teacher candidates (TCs) employed spatial rationales to make meaning of why they mostly leverage English within their bilingual teacher education classes at their Hispanic-Serving Institution. We asked: (1) How do TCs interpret the predominance of English on campus and the bilingual teacher education program? (2) What do TCs’ understandings reveal about the nature of the structures sustai…
Critical autoethnographic narrative
Based on the premise that human experience is storied, the researcher engaged in the writing of critical autoethnographic narratives to examine ideological contention in language learning, language use, and language teaching. Using raciolinguistic ideologies as theoretical framework, he shows the ways ideological orientations embedded in circulating metacommentary push individuals to engage in aesthetic labor around the ways they employ their lin…
Centering Latina/o Bilingual Teacher Candidates’ Experiences with Marginalizing Figures of Personhood
This article examines 17 Latina/o bilingual teacher candidates' experiences with ideologies conflating racialized bodies with linguistic deficiency: raciolinguistic ideologies. Drawing on data from a one-year critical ethnography conducted at a Hispanic-serving institution in Southwest Texas, this article analyzes these teacher candidates' encounters with spontaneous, implicit/explicit ideological comments—what I call raciolinguistic metacommenta…
Examining raciolinguistic struggles in institutional settings
“I Look Mexican, So They Assume I Speak Spanish”
This critical discourse analysis study examines Latinx primary and secondary school teacher candidates’ (TCs) struggles with raciolinguistic ideologies that connect speaking Spanish to being authentically Latinx. Data came from a larger qualitative project, in which these TCs engaged in reflexive language ideology and awareness tasks, as part of an English‐as‐a‐second‐language methods class at a large Hispanic‐serving university in Texas. In this…
Two Latina bilingual teacher candidates’ perceptions of language proficiency and language choice options
In this interview-based study, we examine two Latina bilingual teacher candidates’ accounts of their experiences as Spanish-dominant, Mexican-national bilingual speakers in social and institutional spaces. We analyze their accounts of grappling with circulating language ideologies from a raciolinguistic perspective, using tenets of critical discourse analysis. Our analysis illuminates the ways these Latina bilingual teacher candidates’ encounters…
Linguistically Responsive Instruction for Latinx Teacher Candidates
This qualitative study explored Linguistically Responsive Instruction (LRI) for linguistically diverse Latinx preservice Teacher Candidates (TCs) at a tertiary institution in the southwest region of the United States. To provide an example of preparing TCs to engage in LRI by helping them reflect upon ideological orientations, we operationalized LRI as a series of three reflective tasks—language portraits, ideology trees, and utterance analysis—d…
Linguistically Responsive Instruction for Latinx Teacher Candidates
This qualitative study explored Linguistically Responsive Instruction (LRI) for linguistically diverse Latinx preservice Teacher Candidates (TCs) at a tertiary institution in the southwest region of the United States. To provide an example of preparing TCs to engage in LRI by helping them reflect upon ideological orientations, we operationalized LRI as a series of three reflective tasks—language portraits, ideology trees, and utterance analysis—d…
Two Latina bilingual teacher candidates’ perceptions of language proficiency and language choice options
In this interview-based study, we examine two Latina bilingual teacher candidates’ accounts of their experiences as Spanish-dominant, Mexican-national bilingual speakers in social and institutional spaces. We analyze their accounts of grappling with circulating language ideologies from a raciolinguistic perspective, using tenets of critical discourse analysis. Our analysis illuminates the ways these Latina bilingual teacher candidates’ encounters…
Raciolinguistic chronotopes in bilingual teacher candidates’ language portraits
This study explored 17 bilingual teacher candidates' (bilingual TCs) representations of their lived experience of language via linguistic portraits. Specifically, attention was paid to the semiotic elements (space, place, time, and the body) these bilingual TCs employed and the ways this assemblage of elements formed raciolinguistic chronotopes. Analysis demonstrates that raciolinguistic chronotopes enabled bilingual TCs to portray their experien…
Two Latina bilingual teacher candidates’ perceptions of language proficiency and language choice options
In this interview-based study, we examine two Latina bilingual teacher candidates’ accounts of their experiences as Spanish-dominant, Mexican-national bilingual speakers in social and institutional spaces. We analyze their accounts of grappling with circulating language ideologies from a raciolinguistic perspective, using tenets of critical discourse analysis. Our analysis illuminates the ways these Latina bilingual teacher candidates’ encounters…
Linguistically Responsive Instruction for Latinx Teacher Candidates
This qualitative study explored Linguistically Responsive Instruction (LRI) for linguistically diverse Latinx preservice Teacher Candidates (TCs) at a tertiary institution in the southwest region of the United States. To provide an example of preparing TCs to engage in LRI by helping them reflect upon ideological orientations, we operationalized LRI as a series of three reflective tasks—language portraits, ideology trees, and utterance analysis—d…
Examining raciolinguistic struggles in institutional settings
“I Look Mexican, So They Assume I Speak Spanish”
This critical discourse analysis study examines Latinx primary and secondary school teacher candidates’ (TCs) struggles with raciolinguistic ideologies that connect speaking Spanish to being authentically Latinx. Data came from a larger qualitative project, in which these TCs engaged in reflexive language ideology and awareness tasks, as part of an English‐as‐a‐second‐language methods class at a large Hispanic‐serving university in Texas. In this…
Latina/o bilingual teacher candidates’ meaning-making of space and place
In this article, we examine the ways 17 Latina/o bilingual teacher candidates (TCs) employed spatial rationales to make meaning of why they mostly leverage English within their bilingual teacher education classes at their Hispanic-Serving Institution. We asked: (1) How do TCs interpret the predominance of English on campus and the bilingual teacher education program? (2) What do TCs’ understandings reveal about the nature of the structures sustai…
Critical autoethnographic narrative
Based on the premise that human experience is storied, the researcher engaged in the writing of critical autoethnographic narratives to examine ideological contention in language learning, language use, and language teaching. Using raciolinguistic ideologies as theoretical framework, he shows the ways ideological orientations embedded in circulating metacommentary push individuals to engage in aesthetic labor around the ways they employ their lin…
Centering Latina/o Bilingual Teacher Candidates’ Experiences with Marginalizing Figures of Personhood
This article examines 17 Latina/o bilingual teacher candidates' experiences with ideologies conflating racialized bodies with linguistic deficiency: raciolinguistic ideologies. Drawing on data from a one-year critical ethnography conducted at a Hispanic-serving institution in Southwest Texas, this article analyzes these teacher candidates' encounters with spontaneous, implicit/explicit ideological comments—what I call raciolinguistic metacommenta…
Language teacher candidates of color's critical emotional work toward interrogating raciolinguistic shame
Raciolinguistic metacommentary
This article documents the spontaneous, implicit, and explicit ideological commentary – what I have termed raciolinguistic metacommentary – that 17 Latina/o bilingual teacher candidates (TCs) reported encountering in their everyday lives on both sides of the U.S.-Mexico border. Analysis of data from a one-year critical ethnography shows that these ideological comments not only point to perceived (non)linguistic difference at the individual level …
“Se me sale el Español y se me pega el Spanglish!”
This article examines the ways Latino/a bilingual teacher candidates (TCs) talk about their own and others’ language practices and the ways this talk reflects and reproduces racialized notions of bilingualism. Drawing on data from a one-year critical ethnography at a Hispanic-serving institution in Southwest Texas, this article demonstrates that TCs have been socialized into raciolinguistic ideologies of Spanish as language to be contained and Sp…
Raciolinguistic chronotopes in bilingual teacher candidates’ language portraits
This study explored 17 bilingual teacher candidates' (bilingual TCs) representations of their lived experience of language via linguistic portraits. Specifically, attention was paid to the semiotic elements (space, place, time, and the body) these bilingual TCs employed and the ways this assemblage of elements formed raciolinguistic chronotopes. Analysis demonstrates that raciolinguistic chronotopes enabled bilingual TCs to portray their experien…
Latina/o bilingual teacher candidates' experiences with raciolinguistic dystopian and utopian moments and spaces
This study draws from a critical ethnography with Latina/o bilingual teacher candidates (TCs) in Southwest Texas. Using raciolinguistic ideologies as our lens, we examined data coming from participant‐observation field notes, interviews, and artifacts. We found that these TCs have experienced raciolinguistic dystopian moments where their linguistic practices and identities are marginalized. We also found that, in the face of marginalizing ideolog…
Latina Teachers' Enactment of Counter‐Hegemonic Worlds of Language and Bilingual Education in Miami Early Childhood Education Settings
In this article, we draw on a worlding perspective to examine four Latina teachers' accounts of their experiences as racialized language users and teachers of young Latine children. Data included coursework produced by these teachers during a translanguaging‐focused professional development course, as well as interviews held with them about bilingualism and bilingual education. Data were analyzed using open, axial, and focused coding. We found th…
Multilingual Education and Policy (13 works) · Sociology (11 works) · EFL/ESL Teaching and Learning (10 works) · Ideology (10 works) · Pedagogy (10 works) · Psychology (10 works) · Linguistics (9 works) · Political science (8 works) · Second Language Learning and Teaching (8 works) · Bilingual education (7 works)