AILA Aug 2024

Dario Luis Banegas

AILA 2024

Towards Intersectionality in Inclusive Language Teacher Education to Harness Multilingualism

Renata

"ELT methodology was useful for a second or two the moment I realised that a few of my students didn't speak Spanish as their L1"

(García & Kleyn, 2019)

Are we preparing (language) teachers for multilingual contexts?

How could we harness that alignment to promote multilingualism as a sociolinguistic and identity-driven phenomenon across spaces and practices?

IDENTITY

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“identities are social products, cultural devices, a kind of box of tools which can be used to define oneself” (Esteban-Guitart & Moll, 2014, p. 35)

Intersecting identities

Examples

Implications

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THANK YOU!

Gracias!

References

Banegas, D. L., & Arellano, R. (2024). Teacher language awareness in CLIL teacher education in Argentina, Colombia, and Ecuador: A multiple case study. Language Awareness https://doi.org/10.1080/09658416.2024.2321875Banegas, D. L., Pinner, R. S., & Larrondo, I. D. (2022). Funds of professional identity in language teacher education: A longitudinal study on student-teachers. TESOL Quarterly, 56(2), 445-473. https://doi.org/10.1002/tesq.3060 Barkhuizen, G. (2021). Language teacher educator identity. Cambridge University Press. Darvin, R., & Norton, B. (2023). Investment and motivation in language learning: What's the difference? Language Teaching, 56(1), 29-40.. http://doi.org/10.1017/S0261444821000057 Catalano, T., & Hamann, E. T. (2016). Multilingual pedagogies and pre-service teachers: Implementing "language as a resource” orientations in teacher education programs. Bilingual Research Journal, 39(3-4), 263–278.Esteban-Guitart, M., & Moll, L. C. (2014). Funds of identity: A new concept based on the funds of knowledge approach. Culture & Psychology, 20(1), 31–48. https://doi.org/10.1177/1354067X13515934 García, O. and Kleyn, T. (2024). Teacher Education for Multilingual Education. In C.A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics, https://doi.org/10.1002/9781405198431.wbeal1145.pub2 Kayi-Aydar, H. (2019). Language teacher identity. Language Teaching, 52(3), 281–295. Paiz, J. (2021). Opening the conversation on intersectional issues in LGBTQ+ studies in applied linguistics. In J. Paiz & J. Coda (Eds.), Intersectional perspectives on LGBTQ+ issues in modern language teaching and learning (pp. 1-22). Palgrave. Porto, M. (2023). A community service learning experience with student teachers of English: Enacting social justice in language education in a community centre. The Language Learning Journal, 51(2), 178-194.Ruiz, R. (1984). Orientations in language planning. The Journal for the National Association of Bilingual Education, 8 (2), 15–34Sinha, S., & Hanuscin, D. L. (2017). Development of teacher leadership identity: A multiple case study. Teaching and Teacher Education, 63, 356-371 Tao, J., & Gao, X. (2021). Language teacher agency. Cambridge University Press. Tavella, G., & Fernandez, C. (2023). Reflecting on a community service-learning project for English learners in Argentina from a decolonial perspective. In H. Castañeda-Peña, P. Gamboa & C. Kramsch Eds.), Decolonizing applied linguistics research in Latin America. Routledge.Zhang, H., & Yuan, R. (2019). Uncertain identities of non-higher-education-based EFL teacher educators: A third space theory perspective. Teachers and Teaching, 25(7), 874–889.

Dario Luis Banegas

Q&A

Are we preparing teachers for language teaching in/for multilingual contexts? An intersectionality lens

ideal/future selfnegotiationvisioninvestmentagency

(Barkhuizen, 2021; Darvin & Norton, 2023; agency (Kayi-Aydar, 2019; Tao & Gao, 2021; Zhang & Yuan, 2019)

How could we (re)imagine (language) teacher education in/for multilingual contexts as a way to enhance alignment between teacher preparation and (language) teaching?

(Banegas et al., 2022)

TED action research

Curriculum renewal/changeMultilingualism as a right/resource/identity

“multiple ways in which one’s identity and identity positionings create variable spaces of privilege and marginalization” (Paiz, 2021, p. 10)