La enseñanza del español en la formación de maestros bilingües: Hacia una educación lingüística crítica

The teaching of Spanish to bilingual educators who have been racialized cannot be conducted with general principles of Spanish language teaching, but needs to follow specific purposes that question the relations of oppression in which these teachers and their language practices have been involved. To discuss this problematic, we focus on the teaching of Spanish in two national contexts where bilingual teachers have been racialized and their bilingual practices represented as deficient-Peru and the US. In both contexts, the use of Spanish as an autonomous entity is expected from these bilingual teachers, which ignores their bilingual performances and generates much educational failure. This article first reviews the sociopolitical, sociolinguistic, and socio-educational concepts that traditionally have shaped the teaching of Spanish for bilingual teachers. Then we propose a critical language education approach for the specific purposes of developing the language performances of indigenous and Latinx teachers based on recent theoretical transformations around raciolinguistic ideologies and translanguaging.