Más allá de la lengua: Embracing the Messiness as Bilingual Teacher Educators

Blanca Caldas, Daniel Heiman

Research output: Contribution to journalArticlepeer-review

Abstract

Using testimonios as counterstories, we—a Latina/Indigenous immigrant and white U.S. male—examine our professional trajectories while noting changes that shaped our identities as educators and researchers within a bilingual teacher preparation program. The dual purpose of this paper is (a) to highlight our struggles as bilingual teacher educators to change both our own practices and those of our institutions in preparing future bilingual teachers to be politically engaged agents of change and (b) to connect our two experiences to advance the conversation around language ideologies, pedagogies, and activism among bilingual teacher educators.

Original languageEnglish (US)
Pages (from-to)58-70
Number of pages13
JournalJournal of Language, Identity and Education
Volume20
Issue number1
DOIs
StatePublished - 2021

Bibliographical note

Funding Information:
This paper is dedicated to the participants of this study.

Publisher Copyright:
© 2021 Taylor & Francis Group, LLC.

Keywords

  • Bilingual teacher educators
  • pre-service bilingual teachers
  • reflexión
  • testimonios

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