This presentation explores the intersection of monolingual orientations in teacher education and efforts to normalize multilingual practices. Using examples from a teacher preparation program to cultivate a multilingual stance, the paper explores how mainstream teacher candidates respond to activities designed to normalize multilingualism in their classroom.
The urgent need to better prepare all teachers, including mainstream (grade level) teachers, to work with students from linguistically and culturally diverse backgrounds is increasingly evident. Research has clearly documented the importance of building on immigrant students’ prior learning experiences (including their home language(s)) and background knowledge for engagement, participation, and overall academic success. Viewing minoritized students’ linguistic and cultural knowledge and skills as resources rather than a problem (Ruiz, 1984) and engaging in practices that reflects this view is a core principle for their schooling (de Jong, 2011). Arguably, then, multilingual practices should be integral to any mainstream or grade level classroom and are not limited to special language classes. Enduring monolingual language ideologies and practices that continue shape much of mainstream teacher education programs are a major barrier to implementing this principle. Moreover, the predominantly white, monolingual teaching force poses a unique challenge to achieve this goal. This presentation focuses on the intersection of monolingual orientations in teacher education and efforts to normalize multilingual practices by cultivating a multilingual stance in teacher candidates. Through a qualitative study with teacher candidates, the paper examines how they engaged with a series of activities designed to normalize multilingual practices.
