ABSTRACT

This article examines 17 Latina/o bilingual teacher candidates’ experiences with ideologies conflating racialized bodies with linguistic deficiency: raciolinguistic ideologies. Drawing on data from a one-year critical ethnography conducted at a Hispanic-serving institution in Southwest Texas, this article analyzes these teacher candidates’ encounters with spontaneous, implicit/explicit ideological comments—what I call raciolinguistic metacommentary—that draw negative attention to their linguistic repertoires and practices in connection to their ethnoracial positioning. Findings show that instances of raciolinguistic metacommentary not only signal linguistic difference at the individual/interactional level but also mobilize indexical images of U.S. Latina/o bilinguals that reproduce their marginalization, particularly stereotypes of U.S. bilingual Latinas/os as pochas/os, gringas/os, and fresas. Analysis illustrates how these indexical images become ascribed to participating teacher candidates, what these images mean to these participants, and how they inform their sense of linguistic proficiency and identity. Findings have implications for bilingual teacher education, specifically regarding ways to help Latina/o bilingual teacher candidates critically engage these racially charged ideological commentary.

摘要

本文考察了 17 名拉丁裔/非裔双语教师候选人的经历，他们将种族化的身体与语言缺陷混为一谈，即种族语言主义意识形态。本文利用德克萨斯州西南部一家拉美裔服务机构进行的为期一年的批判性民族志的数据，分析了这些教师候选人遇到的自发的、隐含/明确的意识形态评论（我称之为种族语言元评论），这些评论引起了人们对其教师的负面关注。与其民族定位相关的语言库和实践。研究结果表明，种族主义语言元评论的实例不仅表明了个人/互动层面的语言差异，而且还调动了美国拉丁裔/非双语者的索引图像，再现了他们的边缘化，特别是对美国的刻板印象。双语拉丁裔/os，如 pochas/os、gringas/os 和 fresas。分析说明了这些索引图像如何归属于参与的教师候选人，这些图像对这些参与者意味着什么，以及它们如何传达他们的语言熟练程度和身份感。研究结果对双语教师教育具有影响，特别是关于如何帮助拉丁裔/非裔双语教师候选人批判性地参与这些带有种族色彩的意识形态评论。