In this article, the author takes a close look at the discursive ways that Black and Latina preservice teachers reconcile tensions between their racial and linguistic identities and the construction of teacher identities in the current context of preservice teacher education in the United States. Through the study of language as representative of teacher identities, the author presents a critical discourse analysis of the language and literacy practices of Black and Latina preservice teachers- all nonstandard language and dialect speakers- across diverse contexts within and beyond the university and school setting. This examination of their literacy and language practices elucidated a move beyond marginalization and inferiority toward agency and linguistic hybridity.
|Original language||English (US)|
|Number of pages||27|
|Journal||Research in the Teaching of English|
|State||Published - Nov 1 2010|
ASJC Scopus subject areas
- Language and Linguistics
- Linguistics and Language