Title

Critically Examining the Agency and Professional Identity Development of Novice Dual Language Teachers Through Figured Worlds

Published In

International Multilingual Research Journal

Document Type

Citation

Publication Date

5-2018

Abstract

Drawing on the concept of figured worlds, we examined how four preservice teachers in a monoglossically oriented teacher preparation program developed their professional identities and sense of agency as dual language teachers. Figured worlds are socially constructed and culturally recognized realms with a storyline and actors who also actively change these storylines in the course of narrating them and participating in them. Drawing on interviews and observations we showed how four teachers’ personal linguistic, racial, and cultural backgrounds interacted with external affordances including their own language ideologies and those present in their contexts, leading to the (re)construction of their figured worlds of dual language teaching. These figured worlds were mainly reshaped to include family connections and student empowerment and made salient the limitations of the teachers’ engagement with the centrality of race, power, and immigrant rights in their language ideologies.

Rights

Copyright © 2018 Informa UK Limited

Description

*At the time of publication, Rachel Snyder Bhansari was affiliated with the University of Washington.

DOI

10.1080/19313152.2018.1474060

Persistent Identifier

https://archives.pdx.edu/ds/psu/36628

Share

COinS