Borderland Preservice Teachers’ Experiences with Reframing Bilingualism

Abstract

This qualitative case study examined the development of ideological clarity among bilingual preservice teachers (PSTs) at a borderland teacher education program at a Hispanic-Serving Institution (HSI). Participants described moments in their linguistic histories when monoglossic ideologies were applied to them in K-12 school settings. As they prepared to become teachers, they had opportunities to reframe their understandings of their bilingualism through a heteroglossic lens during an introductory bilingual education course. The findings of this study indicate the importance of providing repeated and specific opportunities for PSTs to reflect on their linguistic histories and to interrogate the ideologies that may have been involved in forming deficit notions of bilingualism, particularly within the hybrid linguistic context of the borderland.

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