Papers by Patricia E Venegas-Weber
Networks: An Online Journal for Teacher Research, Dec 11, 2011
“Mi conciencia habla inglés, aunque yo no quiera”: Unearthing sociopolitical wisdom through translingual poetry
Equity & Excellence in Education
From ideological clarity to Linguistic Ideological Clarity: Critical reflections, examination of language ideologies & interrogation of pedagogical practices
Linguistics and Education
‘What language does grandma speak?’: an understanding of dual language teacher candidates’ language ideologies in elementary placements
International Journal of Bilingual Education and Bilingualism
This qualitative study explores the language ideologies of three elementary Spanish/English Dual ... more This qualitative study explores the language ideologies of three elementary Spanish/English Dual Language teacher candidates (DLTCs) within the contexts of an elementary Teacher Education (ELTEP) program and their field placements in Dual Language Bilingual Education (DLBE) classrooms. Using language ideologies and Bourdieu’s conceptualization of symbolic power and linguistic capital, we examine how the DLTCs’ own language ideologies either aligned or conflicted with those in their school placements. In our findings, DLTCs’ language ideologies emerged as both an asset and a commodity that granted access to social and professional opportunities. Additionally, the hegemonic presence of English noticeably influenced DLBE classroom practices, where DLTCs’ agentivity created spaces of resistance that supported Spanish. Implications for focusing and disrupting DLTCs’ language ideologies in DLBE contexts are also discussed. These findings support establishing more explicitly for DLTCs and Teacher Education Programs (TEPs), a connection between DLTCs’ language development experiences, ideologies and practices that lead to the attainment of the equity goals of DLBE.
Formación universitaria
Este estudio se propuso identificar las ideologías curriculares predominantes entre profesoras y ... more Este estudio se propuso identificar las ideologías curriculares predominantes entre profesoras y profesoras en formación de universidades chilenas, analizando el potencial formador que este conocimiento tiene para la FID (formación inicial docente). En el marco de un proyecto FONDECYT, se recolecta información utilizando el denominado Inventario de Ideologías Curriculares. Este fue respondido por 433 participantes provenientes de cuatro universidades de distintas regiones de Chile. El análisis tuvo como lentes teóricos las ideologías curriculares, la perspectiva sociocultural y el enfoque de justicia. Los resultados mostraron que la ideología predominante fue la centrada en el aprendizaje y, en concomitancia con el reconstruccionismo social, posibilita la hibridez ideológica. También fue relevante la presencia del eclecticismo y, en menor medida, el antiacademicismo. Estos resultados impulsaron conceptos emergentes como la hibridez crítico-reflexiva, promoviendo el enriquecimiento curricular en la FID. Las conclusiones apuntan a mayor pertinencia social y cultural al servicio de las y los estudiantes menos favorecidos del sistema escolar.
Bilingual Ideological Clarity: Dual Language Teachers' Critical Reflections, Language Ideologies, and Interrogation of Pedagogical Practices
Proceedings of the 2022 AERA Annual Meeting
8. Bi/Multilingual Teachers’ Professional Holistic Lives: Agency to Enact Inquiry-based and Equity-oriented Identities across School Contexts
Theorizing and Analyzing Language Teacher Agency, 2019
International Multilingual Research Journal, 2018
Bilingual teachers' professional identity inquiry may open up possibilities for agency and equali... more Bilingual teachers' professional identity inquiry may open up possibilities for agency and equality in U.S. dual language contexts. Deploying Borderland, Agency, and Position theories, this article narrates the life histories of three nepantlera Chicanx/Latinx dual language bilingual teachers-Jessica, Roberto, and Marta-who work in different English-Spanish dual language immersion (DLI) schools in a Midwestern city. Jessica selfidentified as Chicana and the other two participants as Latinos. The purpose of the study was to examine the complexity of these teachers' professional identity development and their possibilities for agency within nepantlatheir negotiating of their linguistic and cultural identities as English-or Spanish-only teachers in a dual language program with a strict language separation model. Data included three life history interviews with each participant over four months. Findings suggest possibilities for teachers' assertion of their silenced bilingual voices, for reclaiming their linguistic and cultural identities, and for further developing their "bilingual pedagogical noticing," as well as conscious leveraging of their aesthetic and deeply personal understanding of themselves-of nepantla-to assert more holistic bilingual and bicultural identities in DLI programs. Through sociopolitical consciousness and the leveraging of educators' and students' identities, the context for teaching and learning can be (re)imagined to allow for (re) presenting teachers' fuller, holistic professional identities and for opening up potential spaces for agency. KEYWORDS Agency; bilingual pedagogical noticing; bilingual teachers; linguistic and cultural identities; professional identity The fast-growing trend of implementing English-Spanish dual language immersion (DLI) or two-way (TWI) immersion programs (Center for Applied Linguistics, 2012) in the United States attends to the promise of providing bilingualism and biliteracy for all students but also of addressing the considerable achievement and opportunity gap currently affecting emergent bilingual 1 students nationwide (Rueda & Stillman, 2012). The Midwest, along with the South, represent some of the fastest-growing areas of Latinx students in the country (Ennis, Rios-Vargas, & Albert, 2011). In the last 10 years, in the state of Wisconsin alone, 12 districts have adopted DLI programs, both 50/50 and 90/10 models, in about 68 schools (Center for Applied Linguistics, 2017). A common approach to bilingualism within these DLI programs includes strict language separation, a practice criticized for marking teachers' and students' linguistic identities as speakers of only English or Spanish (Lee, Hill-Bonnet, & Gillispie, 2008) that "reflects some of the same ideologies of linguistic purism that undergird English only instructional models" (Martínez, Hikida, & Durán,
Intersectional Identity Negotiation
Journal of Literacy Research, 2017
We cast our lens on intersectional networks of identity negotiated by young children in immigrant... more We cast our lens on intersectional networks of identity negotiated by young children in immigrant families. Although some scholars discuss identity construction, we reference identity negotiation to capture the active, strategic, and agential work that we witnessed in our study. We begin by synthesizing relevant research on children’s identity negotiation. We then explore theoretical frames that form the basis for our claims related to intersectional identity negotiation. These 3-year longitudinal collective case studies of Carlos and Liz involved observations, spoken data, and student-created artifacts (e.g., writing samples, maps, photographs, drawings). Data sources were designed to highlight literacy practices and identity construction across time. The cases of Carlos and Liz reveal intersectional networks of identity negotiation that entail positionings relative to various dimensions of self including language, gender, technological practices, nationality, and race. We maintain...
Immigrant Students and Literacy: Reading, Writing, and Remembering , Gerald Campano
Bilingual Research Journal, 2009
... about the study of immigrant students and their success in schools in North America, so Immig... more ... about the study of immigrant students and their success in schools in North America, so Immigrant Students and Literacy, written by Gerald Campano, a Filipino-American teacher and researcher, as a part of the Practitioner Inquiry Series edited by Cochran-Smith and Lytle, was ...
‘We couldn’t share who we are without being able to draw on this “twoness”’: lessons for higher education in integrating linguistic and racial justice in the United States
Teaching in Higher Education
Uploads
Papers by Patricia E Venegas-Weber