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

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

Minda Morren López, Jane M. Saunders
ISBN13: 9781799819622|ISBN10: 1799819620|EISBN13: 9781799819646
DOI: 10.4018/978-1-7998-1962-2.ch013
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MLA

López, Minda Morren, and Jane M. Saunders. "Where Our Paths Crossed: Latina Teachers, Professional Development, and Funds of Identity." Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators, edited by Alina Slapac and Sarah A. Coppersmith, IGI Global, 2020, pp. 305-331. https://doi.org/10.4018/978-1-7998-1962-2.ch013

APA

López, M. M. & Saunders, J. M. (2020). Where Our Paths Crossed: Latina Teachers, Professional Development, and Funds of Identity. In A. Slapac & S. Coppersmith (Eds.), Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators (pp. 305-331). IGI Global. https://doi.org/10.4018/978-1-7998-1962-2.ch013

Chicago

López, Minda Morren, and Jane M. Saunders. "Where Our Paths Crossed: Latina Teachers, Professional Development, and Funds of Identity." In Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators, edited by Alina Slapac and Sarah A. Coppersmith, 305-331. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1962-2.ch013

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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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