“This is What My Kids See Every Day”: Bilingual Pre-service Teachers Embracing Funds of Knowledge through Border Thinking Pedagogy

Katherine Espinoza, Idalia Nuñez, Enrique David Degollado

Research output: Contribution to journalArticlepeer-review

Abstract

The present qualitative case study examines how community-based lessons impacted the practices, perspectives, and internship placement experiences of 16 bilingual pre-service teachers. Grounded in the concepts of funds of knowledge and border thinking pedagogy, the findings revealed that bilingual pre-service teachers drew on local knowledge to create community-based lessons; these lessons supported student engagement and participation, and they helped pre-service teachers develop a sense of belonging and connection. We end with important implications for the field of teacher education regarding the (re)framing of teacher preparation programs so that they center on learning with and from students’ and communities’ funds of knowledge.

Original languageEnglish (US)
Pages (from-to)4-17
Number of pages14
JournalJournal of Language, Identity and Education
Volume20
Issue number1
DOIs
StatePublished - 2021

Keywords

  • Bilingual
  • border pedagogy
  • funds of knowledge
  • teacher preparation

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

Fingerprint Dive into the research topics of '“This is What My Kids See Every Day”: Bilingual Pre-service Teachers Embracing Funds of Knowledge through Border Thinking Pedagogy'. Together they form a unique fingerprint.

Cite this