ABSTRACT

Scholars, activists, and communities strive for educational equity and justice for emergent bilinguals. The pursuit of advocacy, however, is often fraught with emotional tension, leading many teachers to question their identities as advocates. Relatively few studies have focused on language teachers of color, and on how they navigate their emotions as they construct their identity as advocates – even though teachers of color are disproportionately called upon to act as advocates. By drawing attention to discursive and emotional aspects of identity positionings related to raciolinguistic ideologies, this study shows how one Latinx teacher’s emotions shaped her identity as an advocate in support of emergent bilinguals. The participant, an experienced elementary ESL teacher, constructed her identity as an advocate in her striving to address issues of equity and social justice during a period of shifting language policy in Massachusetts. The analysis reveals that she variously adopted, appropriated, or resisted normative discourses around advocating for emergent bilinguals and power relations over her career, and over the changing education policy context. This study is a step toward giving minoritized language teachers greater institutional support in their pursuit of advocacy work, by focusing on their emotions and identities.

摘要

学者、活动家和社区为新兴的双语者争取教育公平和正义。然而，对倡导的追求往往充满情绪紧张，导致许多教师质疑他们作为倡导者的身份。相对较少的研究关注有色人种的语言教师，以及他们在构建自己作为倡导者的身份时如何驾驭自己的情绪——尽管有色人种教师被不成比例地要求充当倡导者。通过关注与种族语言意识形态相关的身份定位的话语和情感方面，本研究展示了一位拉丁裔教师的情绪如何塑造了她作为支持新兴双语者的倡导者的身份。参与者是一位经验丰富的初级 ESL 老师，在马萨诸塞州不断变化的语言政策期间，她致力于解决公平和社会正义问题，从而树立了自己的倡导者身份。分析表明，她以不同的方式采纳、挪用或抵制围绕在她的职业生涯和不断变化的教育政策环境中倡导新兴双语和权力关系的规范性话语。这项研究是通过关注他们的情感和身份，为少数民族语言教师在从事宣传工作时提供更大的制度支持迈出的一步。以及不断变化的教育政策背景。这项研究是通过关注他们的情感和身份，为少数民族语言教师在从事宣传工作时提供更大的制度支持迈出的一步。以及不断变化的教育政策背景。这项研究是通过关注他们的情感和身份，为少数民族语言教师在从事宣传工作时提供更大的制度支持迈出的一步。