Abstract
Guided by Critical Raced-Gendered epistemologies and methodologies, this study investigated life experiences of six Latina teachers who were former English Language Learners (ELL) and are currently becoming English as a Second Language (ESL) teachers in an urban community. Multiple data sources such as interviews, open-ended autobiographical surveys, anecdotal notes, reflection journals, online discussions, and field observation notes were collected over two years and analyzed through inductive analysis in conjunction with Grounded theory. The findings present counter-narratives to dominant yet deficit narratives of minority teacher education. Salient themes included teachers9 support versus institutional racism; strength of motherhood and female family support versus traditional gender roles; agency and advocacy versus marginalized socio-cultural environments. In their journeys from ELLs to ESL teachers, constant negotiation between the conflicting life experiences and critical self-positioning turned out to be crucial.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
