Sustaining Bilingual–Biliterate Identities: Latinx Preservice Teachers’ Narrative Representations of Bilingualism and Biliteracy Across Time and Space
Abstract
The present study is a narrative analysis of 14 self-created books by Latina/o/x bilingual preservice teachers to describe their biliteracy trajectories. Drawing on the concept of identity and bilingualism, this analysis explores how preservice teachers experienced language and literacy and how these experiences have shaped their bilingual–biliterate identities. The findings of this research study revealed that bilingual preservice teachers (a) narrated Spanish as a significant part of their remembered identities, (b) struggled to maintain their bilingualism and biliteracy, and (c) reconnected and reclaimed their bilingual–biliterate identities through their experiences in their teacher preparation program.
Cite this
Idalia Nuñez, Doris Villarreal, Samuel DeJulio, Rosalyn Harvey, Lucía Cárdenas Curiel (2020). Sustaining Bilingual–Biliterate Identities: Latinx Preservice Teachers’ Narrative Representations of Bilingualism and Biliteracy Across Time and Space. Journal of Teacher Education. https://doi.org/10.1177/0022487120954360
@article{idalia2020sustaining,
title = {Sustaining Bilingual–Biliterate Identities: Latinx Preservice Teachers’ Narrative Representations of Bilingualism and Biliteracy Across Time and Space},
author = {Nuñez, Idalia and Villarreal, Doris and DeJulio, Samuel and Harvey, Rosalyn and Curiel, Lucía Cárdenas},
year = {2020},
journal = {Journal of Teacher Education},
doi = {10.1177/0022487120954360}
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