ABSTRACT

Using testimonios as counterstories, we—a Latina/Indigenous immigrant and white U.S. male—examine our professional trajectories while noting changes that shaped our identities as educators and researchers within a bilingual teacher preparation program. The dual purpose of this paper is (a) to highlight our struggles as bilingual teacher educators to change both our own practices and those of our institutions in preparing future bilingual teachers to be politically engaged agents of change and (b) to connect our two experiences to advance the conversation around language ideologies, pedagogies, and activism among bilingual teacher educators.

摘要

我们以见证人作为背景故事，我们是拉丁裔/土著移民和美国白人男性，检查了我们的职业发展轨迹，同时注意到在双语教师准备计划中塑造我们作为教育者和研究者身份的变化。本文的双重目的是（a）强调我们作为双语老师教育者的努力，以改变我们自己的做法和我们机构的做法，以使未来的双语老师成为政治上参与变革的推动者；以及（b）连接我们的两种经验促进双语教师教育者之间围绕语言意识形态，教学法和行动主义的对话。