Narratives of Latina Teacher Candidates on Subtractive Schooling Experiences and Their Language Identity

Abstract

The subtractive nature of bilingual education in the United States has long impacted the language identities of Latinx students. Despite being raised in multilingual environments, many are schooled in systems that devalue their home languages and prioritize English-only instruction. This study explored how these dynamics influenced Latina teacher candidates’ perceptions of their own bilingualism and professional identities. The purpose of the study was to examine how Latina teacher candidates understood and constructed their language identities in the context of their K–12 and higher education experiences. The study used narrative research centered on four Latina teacher candidates enrolled in an undergraduate bilingual education program at a Hispanic Serving Institution in the Midwest. Data were collected through semi-structured interviews, language portraits, and digital journal reflections. These tools allowed participants to visually and verbally represent their linguistic trajectories and lived experiences. The participants revealed complex emotions related to pride, doubt, and linguistic reclamation. Their reflections showed the lasting effects of subtractive schooling while also highlighting a strong desire and sense of responsibility to advocate for multilingual students. They reclaimed Spanish as both a personal and professional resource. This study provides an understanding of the lived experiences of Latina teacher candidates as they resist linguicism and reframe bilingualism as an asset. It calls for culturally and linguistically affirming teacher preparation spaces where multilingual identities are celebrated, healed, and empowered