Sustaining Bilingual-Biliterate Identities
Latinx Preservice Teachers' Narrative Representations of Bilingualism and Biliteracy Across Time and Space
Bibliographic Data
| ID | 4307802 |
|---|---|
| Authors | Idalia Nuñez (0000-0002-1102-3609, The University of Illinois at Urbana–Champaign, USA, corresponding author), Doris A Villarreal (University of Missouri–St. Louis), Doris Villarreal (0000-0001-5536-9997, University of Missouri–St. Louis), Samuel Dejulio (0000-0001-5165-3907, The University of Texas at San Antonio), Rosalyn Harvey (The University of Texas at Austin), Lucía Cárdenas Curiel (0000-0002-2694-833X, Michigan State University, East Lansing, USA) |
| Year | 2021 |
| Volume | 72 |
| Issue | 4 |
| Pages | 419-430 |
| Publication date | 2021-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487120954360 |
| OpenAlex | W3085290295 |
| Language | EN |
| Citations received | 29 |
| References cited | 49 |
The present study is a narrative analysis of 14 self-created books by Latina/o/x bilingual preservice teachers to describe their biliteracy trajectories. Drawing on the concept of identity and bilingualism, this analysis explores how preservice teachers experienced language and literacy and how these experiences have shaped their bilingual-biliterate identities. The findings of this research study revealed that bilingual preservice teachers (a) narrated Spanish as a significant part of their remembered identities, (b) struggled to maintain their bilingualism and biliteracy, and (c) reconnected and reclaimed their bilingual-biliterate identities through their experiences in their teacher preparation program
Bilingual education · Identity (music) · Linguistics · Literacy · Mathematics education · Narrative · Neuroscience of multilingualism · Pedagogy · Sociology · Teacher education · Educator Training and Historical Pedagogy · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
“I Try to Read to Them in Both Languages”
“Mi conciencia habla inglés, aunque yo no quiera”
Translanguaging through the body
Latina dual language teacher candidates’ language ideologies in flux
From ideological clarity to Linguistic Ideological Clarity
Teaching as poetry
Caminos de convivencia
Learning from a community bilingual classroom
Not sure if I would’ve learned that in the States”
Integrating Culturally Sustaining Pedagogies With Social Justice Language Education
From identity unbecoming to becoming
Becoming a bilingual teacher on the border
‘What language does grandma speak?’
Pivoting a Bilingual Teacher Preparation Program through a Critical Race Theory Lens
Translanguaging as mediated praxis
Three worlds pitfall? A transfronteriza Latina bilingual teacher leveraging literacy to navigate, home, school, and university divides
Bilingual/ESL preservice teachers’ heritage language and language identity
Annotated Bibliography of Research in the Teaching of English
Identity and Language Advocacy
You Just Don’t Think That You are in the Right Place”
Growing Critical Bilingual Literacies in a Bilingual Teacher Residency Program
No les está mixteando”
My Spanish Feels Like My Second Language”
I Didn’t Even Know That Was a Thing”
Healing the Bilingual Bodymindspirit
‘That’s what I saw in MY story!’ Reading and rewriting Chinese folktales with bilingual children
Cultivating Composite Testimonios of Acompañamiento
Professional Development for Providing Time and Opportunities for Change in U.S. Teachers’ Ethnic-Racial Identity
Bilingual, Black, Indigenous, and People of Color teacher candidates' translanguaging selves
Cultural Constructions of Identity
Working from Within
Negotiating Bilingual and Bicultural Identities
Translanguaging
Differences in Cultural Frame of Reference
Locating Identity in Language
Dual-Language Immersion Programs
Reframing the Debate on Language Separation
Combating Inequalities in Two-Way Language Immersion Programs
From English learner to Spanish learner
Diversity, Super-Diversity, and Monolingual Language Ideology in the United States
Borderlands/La Frontera
Unpacking Ideologies of Linguistic Purism
Latin@s and the Intergenerational Continuity of Spanish
Speaking educación in Spanish
Literacies at the border
Funds of Identity
El Discurso del Español Académico en una Zona Fronteriza
Bilingual pre-service teachers’ initial experiences
Responding to the call
Latina Early Childhood Teachers Negotiating Language Policies en la Frontera
Who are Latino prospective teachers and what do they bring to US schools
Who Am I? The Social Construction of Ethnic Identity and Self-Perceptions in Latino Preservice Teachers
Voices of Identity in a Chicana Teacher’s Occupational Narratives of the Self
Figured Worlds and Education
Student Teaching in Urban and Suburban Schools
Identity matters
Translanguaging and Literacies
How the United States Racializes Latinos
On Language Learner Agency
Narrative as self-portrait
Funds of knowledge for teaching
Teaching and Knowing inNepantla
Discipline and Punish
Orientations in Language Planning
Repositioning biliteracy as capital for learning
Theorizing Language Teacher Identity
Shaping Education through Diverse Funds of Knowledge
| Unique citing works | 29 |
|---|---|
| Citations per year | 7,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 29 |