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Professional Learning Communities for BIPOC Teacher Educators: Disrupting Raciolinguistic Ideologies to Support Multilingual Learners

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Title: Professional Learning Communities for BIPOC Teacher Educators: Disrupting Raciolinguistic Ideologies to Support Multilingual Learners
Language: English
Authors: Laura Mahalingappa (ORCID 0000-0001-6644-5799), Taylor Lewis, Lindsey M. Allen, John Chi (ORCID 0000-0002-9133-2582)
Source: TESOL Journal. 2026 17(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teacher Education, Teacher Education Programs, Communities of Practice, Minority Group Teachers, Teacher Educators, Racism, Language Usage, Ideology, Student Diversity, Program Effectiveness, Self Concept, Language Fluency, North American English, Equal Education
DOI: 10.1002/tesj.70113
ISSN: 1056-7941
1949-3533
Abstract: Teacher preparation to support multilingual learners (MLs) increasingly centers on addressing linguistic and racial inequity. This qualitative study examines the experiences of four BIPOC teacher educators (TEs) engaged in a professional learning community (PLC) while teaching a course designed to prepare content-area teacher candidates to disrupt raciolinguistic ideologies. Guided by the question, "How does a PLC act as a support for BIPOC TEs educating teacher candidates of MLs?," we analyzed data from biweekly meetings, co-planning sessions, and reflective journals over one semester. Findings reveal how the PLC served as a space for critical identity negotiation, pedagogical innovation, and mutual care. We explored how our racialized identities, linguistic proximity to whiteness (having fluency in dominant American English), and positionalities shaped our teaching and reflections on raising candidates' critical consciousness. Through activities such as linguistic identity analysis and critical language awareness discussions, we confronted both challenges and breakthroughs in supporting TCs' engagement with equity. The PLC emerged as a site of professional growth, healing, and solidarity for BIPOC faculty. By foregrounding our experiences, this study contributes to growing scholarship on TESOL teacher educator identity and highlights PLCs as spaces for racial justice and transformation in teacher education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1498395
Database: ERIC
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  Data: Professional Learning Communities for BIPOC Teacher Educators: Disrupting Raciolinguistic Ideologies to Support Multilingual Learners
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  Data: <searchLink fieldCode="AR" term="%22Laura+Mahalingappa%22">Laura Mahalingappa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6644-5799">0000-0001-6644-5799</externalLink>)<br /><searchLink fieldCode="AR" term="%22Taylor+Lewis%22">Taylor Lewis</searchLink><br /><searchLink fieldCode="AR" term="%22Lindsey+M%2E+Allen%22">Lindsey M. Allen</searchLink><br /><searchLink fieldCode="AR" term="%22John+Chi%22">John Chi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9133-2582">0000-0002-9133-2582</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Journal%22"><i>TESOL Journal</i></searchLink>. 2026 17(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1002/tesj.70113
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  Data: Teacher preparation to support multilingual learners (MLs) increasingly centers on addressing linguistic and racial inequity. This qualitative study examines the experiences of four BIPOC teacher educators (TEs) engaged in a professional learning community (PLC) while teaching a course designed to prepare content-area teacher candidates to disrupt raciolinguistic ideologies. Guided by the question, "How does a PLC act as a support for BIPOC TEs educating teacher candidates of MLs?," we analyzed data from biweekly meetings, co-planning sessions, and reflective journals over one semester. Findings reveal how the PLC served as a space for critical identity negotiation, pedagogical innovation, and mutual care. We explored how our racialized identities, linguistic proximity to whiteness (having fluency in dominant American English), and positionalities shaped our teaching and reflections on raising candidates' critical consciousness. Through activities such as linguistic identity analysis and critical language awareness discussions, we confronted both challenges and breakthroughs in supporting TCs' engagement with equity. The PLC emerged as a site of professional growth, healing, and solidarity for BIPOC faculty. By foregrounding our experiences, this study contributes to growing scholarship on TESOL teacher educator identity and highlights PLCs as spaces for racial justice and transformation in teacher education.
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Communities of Practice
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      – SubjectFull: Minority Group Teachers
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      – SubjectFull: Teacher Educators
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      – SubjectFull: Racism
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      – SubjectFull: Language Usage
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      – SubjectFull: Ideology
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      – SubjectFull: Student Diversity
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Self Concept
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      – TitleFull: Professional Learning Communities for BIPOC Teacher Educators: Disrupting Raciolinguistic Ideologies to Support Multilingual Learners
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