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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 0000-0003-1666-1148)
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
FullText Text:
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  Data: Testimonios of Three Latina Bilingual Teachers: Exploring the Embodied, Articulated, and Practiced Language Ideologies
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  Data: <searchLink fieldCode="AR" term="%22Zulma+Mojica+Monroy%22">Zulma Mojica Monroy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1666-1148">0000-0003-1666-1148</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Bilingual+Research+Journal%22"><i>Bilingual Research Journal</i></searchLink>. 2025 48(2):215-232.
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  Data: 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
– Name: PeerReviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
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  Data: 2025
– Name: TypeDocument
  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Bilingual+Teachers%22">Bilingual Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+Americans%22">Hispanic Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Ideology%22">Ideology</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education+Programs%22">Bilingual Education Programs</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1080/15235882.2025.2450638
– Name: ISSN
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  Data: 1523-5882<br />1523-5890
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: As Provided
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  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: EJ1496174
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      – SubjectFull: Hispanic Americans
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