Where Our Paths Crossed: Latina Teachers, Professional Development, and Funds of Identity

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Author(s): Minda Morren López (Texas State University, San Marcos, USA)and Jane M. Saunders (Texas State University, San Marcos, USA)
Copyright: 2020
Pages: 27
Source title: Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators
Source Author(s)/Editor(s): Alina Slapac (University of Missouri-St. Louis, USA)and Sarah A. Coppersmith (University of Missouri, St. Louis, USA)
DOI: 10.4018/978-1-7998-1962-2.ch013

Keywords: Curriculum Development and Instructional Design / Information Science Reference / Literacy and Language Studies / Media & Communications

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Abstract

This chapter presents the case of two Latina teachers who worked with Latinx and emerging bilingual students. Their funds of identity are analyzed, and the professional development program is described, including ways it influenced the teachers' ideological clarity and sense of agency. While their experiences were different in many ways, Summer and Ximena's paths crossed through their shared experiences in the professional development program, and they became vocal advocates for language as resource and language as right perspectives in education. This chapter demonstrates the potential in professional development for teachers working with emerging bilinguals and immigrants, how teachers can move towards advocacy work and leadership by examining their own journeys and funds of identity.

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Where Our Paths Crossed: Latina Teachers, Professional Development, and Funds of Identity

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