Christian Fallas Escobar

This study explores how pre‐service teachers conceptualize their teaching practices in response to their growing awareness of the racialization of English learners in US schools. The study involved seven pre‐service teachers (PSTs) and included drawings, reflection essays, discussion posts from 11 meetings in informal settings, and two focus group interviews. Findings show that by recognizing English learners' racialization, pre‐service teachers started to envision themselves as agents of critical praxis, committed to fostering inclusive learning environments. This study highlights the potential of praxis to helping pre‐service teachers commit to challenging oppressive structures in education.

This study draws from a critical ethnography with Latina/o bilingual teacher candidates (TCs) in Southwest Texas. Using raciolinguistic ideologies as our lens, we examined data coming from participant‐observation field notes, interviews, and artifacts. We found that these TCs have experienced raciolinguistic dystopian moments where their linguistic practices and identities are marginalized. We also found that, in the face of marginalizing ideologies of language and race, TCs enacted raciolinguistic utopian moments by validating their hybrid linguistic practices and identities, which enabled them to engage in linguistic freedom and momentarily escape from the marginalization of institutions. We include recommendations for bilingual teacher preparation and discuss how the raciolinguistic dystopias and utopias lens allowed for the analysis of structures of inequality while also highlighting racialized individuals’ capacity for taking control of their communicative repertoires and refashioning alternative understandings of language and linguistic identity.

In this article, we draw on a worlding perspective to examine four Latina teachers' accounts of their experiences as racialized language users and teachers of young Latine children. Data included coursework produced by these teachers during a translanguaging‐focused professional development course, as well as interviews held with them about bilingualism and bilingual education. Data were analyzed using open, axial, and focused coding. We found that although some of the Latina teachers' self‐reported practices and interactions with their students animated hegemonic patterns of language education, they mostly enacted counter‐hegemonic worlds of language use, learning, and teaching. Our findings document the ways these teachers' practices may help create flexible, borderland spaces where they challenge language ontologies often sanctioned by the school (e.g., language as a disciplinary tool) by embracing linguistic dynamism. Our findings contribute to existing research on raciolinguistic ideologies by examining how these teachers' practices and interactions countered the hegemonic one‐world‐world perspective of the white listening subject (Rosa & Flores, 2017).

This descriptive qualitative study investigates the concerns that pre-service teachers at a small liberal arts college expressed about the racialization of English learners (ELs) and documents their increasing awareness of and preparedness to address these concerns during and after their student-teaching experience. The study included informal meetings and discussions with seven pre-service teachers at various coffee shops in the midwestern United States. Data consisted of transcripts of focus-group interviews, drawings by the participants, discussion posts, reflective essays, and field notes from one author’s observations of their interactions and reactions during the meetings. The study draws on a raciolinguistic perspective to examine the participants’ expressed opinions and experiences. Findings document the participants’ concerns regarding misconceptions about racialized students and their learning in connection with language and race. These findings provide a comprehensive understanding of the challenges and opportunities in guiding pre-service teachers to embrace an antiracist education. The results align with the imperative of challenging deficit narratives and preparing socially conscious content-area teachers who advocate for equal educational opportunities for ELs. The paper concludes with implications for critical teacher preparation for school districts with racially and linguistically diverse students and promotes a broader perspective that goes beyond instructional practices and considers the socio-political aspects of schooling for ELs. Cette étude qualitative descriptive examine les préoccupations exprimées par les futurs enseignants dans un petit collège d’arts libéraux au sujet de la racialisation des apprenants de l’anglais et documente leur prise de conscience croissante et leur préparation pour répondre à ces préoccupations pendant et après leur stage en enseignement. L’étude comportait des réunions et des discussions informelles avec sept futurs enseignants dans différents cafés du Midwest des États-Unis. Les données étaient composées de transcriptions d’entretiens de groupes, de dessins réalisés par les participants, de messages de discussion, d’essais réflexifs et de notes prises par l’un des auteurs sur le terrain lors des observations de leurs interactions et leurs réactions pendant les réunions. L’étude s’appuie sur une perspective raciolinguistique pour examiner les opinions et les expériences relatées par les participants. Les résultats révèlent les préoccupations des participants concernant les idées fausses sur les élèves racialisés et leur apprentissage en relation avec la langue et la race. Ces résultats permettent de comprendre de manière globale les défis et les opportunités liés à l’adoption d’une éducation antiraciste par les enseignants en formation. Les résultats soutiennent l’impératif de remettre en question les discours déficitaires et de préparer des enseignants de matières disciplinaires socialement conscients qui défendent l’égalité des chances pour les apprenants de l’anglais en matière d’éducation. L’article conclut avec les implications d’une préparation critique des enseignants destinés aux districts scolaires accueillant des élèves issus de la diversité raciale et linguistique, et promeut une vision plus large qui va au-delà des pratiques pédagogiques pour prendre en compte les aspects sociopolitiques de l’enseignement des apprenants de l’anglais.

Background: Latinos/as/xs continue to face many barriers as they pursue engineering degrees, including remedial placement, lack of access to well‐funded schools, and high poverty rates. We use the concept of arrebatos to describe the internal reckoning that Latino/a/x engineering students experience through their journeys, particularly focusing on the impact of socioeconomic inequalities.Purpose: To bring counternarratives in engineering education research focusing on the experiences and lived realities of low‐income Latino/a/x engineering students. These counternarratives are an important step in interrogating systemic biases and exclusionary cultures, practices, and policies at HSIs and emerging HSIs and within engineering programs.Methods: Pláticas were conducted with 22 Latino/a/x engineering undergraduates from four different universities in the US Southwest. These pláticas were coded and analyzed drawing from Anzaldúa's theoretical concept of el arrebato. Special attention was given to participants' arrebatos triggered by their college experiences as low‐income individuals.Results: Analysis indicates that Latino/a/x engineering students' arrebatos arise from events that shake up the foundation of their own identity, including an institutional lack of sociopolitical consciousness. This lack of consciousness becomes evident not only in individuals' attitudes toward these students but also in institutional policies that put them at a further disadvantage.Conclusions: Findings have implications for engineering programs, particularly at HSIs and emerging HSIs regarding the creation of policies and practices that aim to secure the retention of low‐income Latino/a/x engineering students and alleviate the systemic barrier they face by affirming the practice of servingness.