Eliciting Critical Literacy Narratives of Bi/Multilingual Teacher Candidates across U.S. Teacher Education Contexts
This article was published in Teaching and Teacher Education, Vol 27 number 3,
Author(s): Terri L. Rodriguez and Hye-sun Cho, " Eliciting Critical Literacy Narratives of Bi/Multilingual Teacher Candidates across U.S. Teacher Education Contexts", Pages 496-504, Copyright Elsevier (April 2011).
The current article compares between critical literacy narratives of bi/multilingual preservice teachers across contexts in the United States.
The article 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.
The purpose of this comparison is to examine participants’ identities and experience in academia.
It was found that Preservice teachers in both studies resisted the labeling practice of “minority” and challenged simplistic notions of “bilingual teacher identity.”
The authors argue for further ways to explore how teacher preparation programs should create dialogic spaces for making the voices of diverse preservice teachers heard.