Testimonios of Three Latina Bilingual Teachers: Exploring the Embodied, Articulated, and Practiced Language Ideologies
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| Title: | Testimonios of Three Latina Bilingual Teachers: Exploring the Embodied, Articulated, and Practiced Language Ideologies |
|---|---|
| Language: | English |
| Authors: | Zulma Mojica Monroy (ORCID |
| Source: | Bilingual Research Journal. 2025 48(2):215-232. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 Grade 2 Grade 3 Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Bilingual Teachers, Hispanic Americans, Teaching Experience, Ideology, Teacher Attitudes, Literacy, English, Spanish, Teaching Methods, Teacher Characteristics, Females, Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Bilingual Education Programs |
| Geographic Terms: | Texas |
| DOI: | 10.1080/15235882.2025.2450638 |
| ISSN: | 1523-5882 1523-5890 |
| Abstract: | This qualitative collective case study delved into three Latina teachers' lived experiences and language-embodied histories and ideologies as bilingual persons and teachers. It aimed to explore how these beliefs could impact their approach to biliteracy instruction for emergent bilingual students (EBs) in dual language (DL) classrooms. Using Critical Race Nepantlera Methodology and Testimonios, this study identified sources of knowledge and empowerment within teachers, encouraging the creation of spaces for reflection and transformation of inequitable biliteracy teaching practices. The results are summarized in three themes: (1) embodied, (2) articulated, and (3) practiced language ideologies, each one affected by personal and professional experiences, evidencing that language ideologies are not static. The results highlight the need for pre-service and in-service teacher education programs to include a critical perspective on biliteracy instruction that allows teachers to reflect on their beliefs and instruction as they advocate for practices that genuinely leverage EBs bilingualism. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496174 |
| Database: | ERIC |
| Abstract: | This qualitative collective case study delved into three Latina teachers' lived experiences and language-embodied histories and ideologies as bilingual persons and teachers. It aimed to explore how these beliefs could impact their approach to biliteracy instruction for emergent bilingual students (EBs) in dual language (DL) classrooms. Using Critical Race Nepantlera Methodology and Testimonios, this study identified sources of knowledge and empowerment within teachers, encouraging the creation of spaces for reflection and transformation of inequitable biliteracy teaching practices. The results are summarized in three themes: (1) embodied, (2) articulated, and (3) practiced language ideologies, each one affected by personal and professional experiences, evidencing that language ideologies are not static. The results highlight the need for pre-service and in-service teacher education programs to include a critical perspective on biliteracy instruction that allows teachers to reflect on their beliefs and instruction as they advocate for practices that genuinely leverage EBs bilingualism. |
|---|---|
| ISSN: | 1523-5882 1523-5890 |
| DOI: | 10.1080/15235882.2025.2450638 |
