Eliciting critical literacy narratives of bi/multilingual teacher candidates across U.S. teacher education contexts

This paper examines critical literacy narratives of bi/multilingual preservice teachers across contexts in the United States. It draws upon empirical data from two studies—a narrative inquiry with Latino teacher candidates in the Midwest and a participatory action research project with bilingual preservice teachers in Hawaii—to examine participants’ identities and experience in academia. Preservice teachers in both studies resisted the labeling practice of “minority” and challenged simplistic notions of “bilingual teacher identity.” This cross-examination argues for further ways to explore how teacher preparation programs should create dialogic spaces for making the voices of diverse preservice teachers heard.

Research highlights
► Comparison of bi/multilingual preservice teachers' critical literacy narratives.
► Analysis and discussion of silence/silencing practices in academia.
► Preservice teachers resist the labeling practice of “minority”.
► Preservice teachers challenge simplistic notions of “bilingual teacher identity”.
► Further of creating dialogic spaces in teacher preparation needed.