TY - JOUR
T1 - Pedagogies of Resistance and Healing
T2 - Latinx Dual Language Bilingual Education Teachers Battling Racialized Ideologies of Languagelessness in Arizona
AU - Kaveh, Yalda M.
AU - Estrella-Bridges, Alexandria
N1 - Publisher Copyright:
© 2024 Taylor & Francis Group, LLC.
PY - 2024
Y1 - 2024
N2 - Language ideologies of Latinx dual language bilingual education (DLBE) teachers have been increasingly examined, but few studies have chosen a race-based analytical approach. This study examines the language ideologies of six Latinx K-5 DLBE teachers in Arizona through the lens of “racialized ideologies of languagelessness.” At the time of the study, all six teachers considered themselves bilingual. Yet, they shared experiences with linguistic violence during their upbringing and K-12 schooling and identified areas of vulnerabilities that had undermined their self-perception of bilingualism. We report the complexities of these teachers’ racialized language ideologies, shaped by their experiences with linguistic violence as well as positive reinforcement during their upbringing and teaching careers. As DLBE teachers, our participants reflect on their complex experiences with language to stop the cycle of linguistic violence and racialized ideologies of languagelessness for the next generation of bi/multilingual children in their classrooms. We call their critically conscious practices “pedagogies of resistance and healing.”.
AB - Language ideologies of Latinx dual language bilingual education (DLBE) teachers have been increasingly examined, but few studies have chosen a race-based analytical approach. This study examines the language ideologies of six Latinx K-5 DLBE teachers in Arizona through the lens of “racialized ideologies of languagelessness.” At the time of the study, all six teachers considered themselves bilingual. Yet, they shared experiences with linguistic violence during their upbringing and K-12 schooling and identified areas of vulnerabilities that had undermined their self-perception of bilingualism. We report the complexities of these teachers’ racialized language ideologies, shaped by their experiences with linguistic violence as well as positive reinforcement during their upbringing and teaching careers. As DLBE teachers, our participants reflect on their complex experiences with language to stop the cycle of linguistic violence and racialized ideologies of languagelessness for the next generation of bi/multilingual children in their classrooms. We call their critically conscious practices “pedagogies of resistance and healing.”.
KW - Dual language bilingual education
KW - language ideologies
KW - Latinx teachers
KW - linguistic violence
KW - racialized ideologies of languagelessness
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U2 - 10.1080/15348458.2024.2319331
DO - 10.1080/15348458.2024.2319331
M3 - Article
AN - SCOPUS:85188330459
SN - 1534-8458
JO - Journal of Language, Identity and Education
JF - Journal of Language, Identity and Education
ER -