This chapter focuses on an exploratory study of the language and literacy practices of undergraduate students within our Hispanic-Serving College of Education (HSCOE). HSCOEs must first understand and approach the language and literacy practices of bilingual education preservice teachers from an asset-based perspective. Language and literacy practices shape people’s identities and how they exist in the world. Language and literacy development also have an essential role in adult success since reading allows people to access, analyze, synthesize, and use knowledge to understand the world and learn new things. Much of the literature related to language and literacy practices at the postsecondary level focuses on academic literacy, especially the particular language of higher education and academia. The intersection of language and academic preparedness and performance for bilingual Latinx students is particularly noteworthy. The bilingual education preservice teachers used multiple linguistic codes and engaged in translanguaging in various aspects of their lives.
Venegas, Elena M., et al. “Language and Literacy Practices of Bilingual Education Preservice Teachers at a Hispanic-Serving College of Education.” Teacher Education at Hispanic-Serving Institutions, Routledge, 5 Feb. 2020, pp. 88–106, doi:10.4324/9780429198564-7.
Teacher Education at Hispanic-Serving Institutions Exploring Identity, Practice, and Culture