Critical Consciousness in Bilingual Teacher Preparation for Emancipatory Biliteracy

Authors

  • Claudia Rodriguez-Mojica
  • Allison Briseño

Abstract

This qualitative study draws on interviews and instructional material to investigate bilingual teacher candidates’ beliefs about their biliteracy development and illustrates how one bilingual teacher preparation program implemented counterhegemonic discourse and pedagogy aiming to develop candidates’ critical consciousness. The findings reveal that candidates had internalized deficit beliefs about biliteracy that corresponded to societal power dynamics. Developing the candidates’ critical consciousness enabled them to examine their own and their students’ biliteracy in the current and historical contexts of linguicism, racism, and oppression. Our findings support the exploration of critical consciousness as a pedagogical tool in the preparation of K-12 bilingual teachers.

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Published

2019-03-01

How to Cite

Rodriguez-Mojica, C., & Briseño, A. (2019). Critical Consciousness in Bilingual Teacher Preparation for Emancipatory Biliteracy. Bilingual Review/Revista Bilingüe, 34(1). Retrieved from https://bilingualreviewjournal.org/index.php/br/article/view/299

Issue

Section

Research and Criticism / Investigaciones y Crítica