A large body of scholarship focuses on how to prepare White teachers to teach students of Color and guide them to make sense of their Whiteness. Using testimonio, this article adds diversity to teacher preparation literature and makes space for Kelly, a Mexican American preservice generalist teacher, to share her story. In particular, I highlight how her relationships and language ideology influence her ethnic identity construction while participating in the figured worlds of 1) her family, 2) personal K-12 schooling experience, and 3) pre-service student teaching experiences. Kelly’s testimonio is a call to subvert monoglossic language ideologies, value translanguaging, and ultimately prepare PSTs with the self-reflexive capacity to engage in linguistically responsive and sustaining pedagogy.

中文翻译：

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“能够像家人一样与他们交谈真是太好了。”：一位墨西哥裔美国职前教师的证词


大量的学术研究侧重于如何让白人教师做好准备来教授有色人种学生并指导他们理解自己的白人身份。本文使用证词为教师准备文献增添了多样性，并为墨西哥裔美国职前通才教师 Kelly 腾出空间来分享她的故事。特别是，我强调了她的人际关系和语言意识形态如何影响她的种族身份构建，同时参与 1） 她的家庭，2） 个人 K-12 学校教育经历，以及 3） 职前学生教学经历。Kelly 的证词呼吁颠覆单语语言意识形态，重视跨语言，并最终使 PST 具备自我反省的能力，以参与语言响应和持续的教学法。