Understanding the Interconnectedness between Language Choices, Cultural Identity Construction and School Practices in the Life of a Latina Educator

Abstract

This qualitative research looks at the effects that language choices and cultural\npractices have on identity development in the education of minority students\nin the United States. It examines the educational journey of Irma, a Latina\neducator. Through the analysis of interviews with the participant, this paper\nintends to show the effects of language ideologies on her cultural identity and\nliteracy development. The interviews with this Latina educator exemplify how\nlanguage, cultural identity, and loss change one�s life. They also exemplify the\nconstant struggle of many minority educators working with second language\nlearners of English who have lost and later regained their heritage language and\nnow understand the importance of defining and strengthening their inherent\ncultural identity. In re-establishing her personal and professional identity, Irma\ncontributes to the process of breaking the vicious cycle of cultural deprivation\nand reproduction of the social structure that has put speakers of a language\nother than English at a disadvantage in life and in society. In adulthood, Irma\ncontinues to re-construct her cultural identity, re-define her bilingual position in\nsociety, and re-gain her sense of self.