Other Teachers' Classrooms: Multilingual Paraprofessional Teachers' Hypothetical Language Policy Implementation Narratives

Abstract

ABSTRACT In this article, we draw upon an ethnographic approach to language policy to explore how multilingual paraprofessionals enrolled in a Grow Your Own teacher education program in a Mid‐Southern, semi‐rural U.S. town experienced and imagined attempts to implement more inclusive language policies through hypothetical narratives. Findings illustrate how paraprofessionals narrated their marginalization working alongside classroom teachers, their agency as they imagined possibilities for future classrooms, and their solidarity with each other in negotiating more inclusive language policies.

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