Eliciting critical literacy narratives of bi/multilingual teacher candidates across U.S. teacher education contexts

Authors

Terri L. Rodriguez, College of Saint Benedict/Saint John's UniversityFollow
Hye-sun Cho

Document Type

Article

Publication Date

4-2011

Disciplines

Education

Abstract

This paper examines critical literacy narratives of bi/multilingual preservice teachers across contexts in the United States. It draws upon empirical data from two studies—a narrative inquiry with Latino teacher candidates in the Midwest and a participatory action research project with bilingual preservice teachers in Hawaii—to examine participants’ identities and experience in academia. Preservice teachers in both studies resisted the labeling practice of “minority” and challenged simplistic notions of “bilingual teacher identity.” This cross-examination argues for further ways to explore how teacher preparation programs should create dialogic spaces for making the voices of diverse preservice teachers heard.

Comments

DOI: 10.1016/j.tate.2010.10.002

Recommended Citation

Rodriguez, T.L. & Cho, H.-s. (2011). Eliciting critical literacy narratives of bi/multilingual teacher candidates across U.S. teacher education contexts. Teaching and Teacher Education, 27(3), 496-504. DOI: 10.1016/j.tate.2010.10.002