Latina/o bilingual teacher candidates’ meaning-making of space and place: Attending to raciolinguistic landscapes in bilingual teacher education

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dc.contributor.authorFallas-Escobar, Christian
dc.contributor.authorDeroo, Matthew R.
dc.date.accessioned2023-10-18T14:29:45Z
dc.date.available2023-10-18T14:29:45Z
dc.date.issued2023-06-12
dc.description.abstractIn this article, we examine the ways 17 Latina/o bilingual teacher candidates (TCs) employed spatial rationales to make meaning of why they mostly leverage English within their bilingual teacher education classes at their Hispanic-Serving Institution. We asked: (1) How do TCs interpret the predominance of English on campus and the bilingual teacher education program? (2) What do TCs’ understandings reveal about the nature of the structures sustaining the hegemony of English? To answer these questions, we drew upon the raciolinguistic perspective and critical notions of space and place. Findings reveal that despite the University’s mission to serve Latina/o students, TCs still experience English as connected to the United States and the predominantly white community where campus is located, and Spanish as belonging in Mexico and the heavily Mexican and Mexican American neighborhoods south of the city. Our analysis suggests that this mapping of language and race ideologies onto particular spaces/places—or what we have termed raciolinguistic landscapes—reflects and reproduces boundaries that uphold institutionalized systems of exclusion. Findings have implications for bilingual teacher education, with regards to ways to help TCs critically engage raciolinguistic landscapes.
dc.description.departmentBicultural-Bilingual Studies
dc.description.sponsorshipPart of this research was supported by The International Research Foundation (TIRF) for English Language Education via a doctoral dissertation grant.
dc.identifier.citationFallas-Escobar, C., & Deroo, M. R. (2023). Latina/o bilingual teacher candidates’ meaning-making of space and place: Attending to raciolinguistic landscapes in bilingual teacher education. Multimodality & Society, 3(3), 234-255. https://doi.org/10.1177/26349795231182481
dc.identifier.issn2634-9809
dc.identifier.otherhttps://doi.org/10.1177/26349795231182481
dc.identifier.urihttps://hdl.handle.net/20.500.12588/2097
dc.language.isoen_US
dc.publisherSAGE Publications
dc.relation.ispartofseriesMultimodality and Society; Volume 3, Issue 3
dc.rightsAttribution 3.0 United Statesen
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/us/
dc.subjectraciolinguistic landscapes
dc.subjectraciolinguistic ideologies
dc.subjectspace and place
dc.subjectbilingual teacher education
dc.subjectHispanic-Serving Institutions
dc.titleLatina/o bilingual teacher candidates’ meaning-making of space and place: Attending to raciolinguistic landscapes in bilingual teacher education
dc.typeArticle

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