“The Soccer Field, It Has Dirt”: A Critical Analysis of Teacher Learners in Contact With Emergent Multilingual Students

Authors

Theresa Catalano, University of Nebraska-LincolnFollow
Jenelle Reeves, University of Nebraska - LincolnFollow
Stephanie Wessels, University of Nebraska-LincolnFollow

Date of this Version

6-8-2017

Citation

Published in Critical Inquiry in Language Studies, 2017. doi: 10.1080/15427587.2017.1329626

Comments

Copyright © 2017 Taylor & Francis Group, LLC. Used by permission.

Abstract

In today’s globalized world, superdiversity and global migration have led to an increased focus on emergent multilingual students and how schools can best serve them. The authors explore how teacher learners in an undergraduate course on emergent multilinguals in a mid-sized university in the Midwest critically reflect on their learning in a practicum experience. Utilizing tools and perspectives from critical discourse studies (CDS), the researchers/teacher educators examine ideologies that surface in teacher learner reflections on their practicum experiences to find out how they renegotiate (or withhold) their beliefs while connecting to critical readings, coursework, and their experiences working with emergent multilingual students. Findings reveal ethnocentrism, gaps in understanding of language practices, continued misconceptions about language learning, and ideologies that view languages other than English as a privilege. However, findings also show some areas of growth resulting from their participation in the teacher education program. The authors then provide suggestions for further improvement of teacher education courses focused on emergent multilinguals.