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Interpreting Solidarity: Bilingual Teachers in New Latino South Spaces

Interpreting Solidarity: Bilingual Teachers in New Latino South Spaces

Mónica Rodríguez-Castro, Spencer Salas, Jatnna Acosta
Copyright: © 2022 |Pages: 15
ISBN13: 9781668436905|ISBN10: 1668436906|EISBN13: 9781668436912
DOI: 10.4018/978-1-6684-3690-5.ch059
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MLA

Rodríguez-Castro, Mónica, et al. "Interpreting Solidarity: Bilingual Teachers in New Latino South Spaces." Research Anthology on Bilingual and Multilingual Education, edited by Information Resources Management Association, IGI Global, 2022, pp. 1175-1189. https://doi.org/10.4018/978-1-6684-3690-5.ch059

APA

Rodríguez-Castro, M., Salas, S., & Acosta, J. (2022). Interpreting Solidarity: Bilingual Teachers in New Latino South Spaces. In I. Management Association (Ed.), Research Anthology on Bilingual and Multilingual Education (pp. 1175-1189). IGI Global. https://doi.org/10.4018/978-1-6684-3690-5.ch059

Chicago

Rodríguez-Castro, Mónica, Spencer Salas, and Jatnna Acosta. "Interpreting Solidarity: Bilingual Teachers in New Latino South Spaces." In Research Anthology on Bilingual and Multilingual Education, edited by Information Resources Management Association, 1175-1189. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3690-5.ch059

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Abstract

In metro Charlotte, North Carolina, dynamic newcomer Latinx communities have changed the demographics of K-8 education as the region has emerged as a new gateway for an influx of immigrants and migrants. Today, in what has come to be known as “the New Latino South,” K-12 teachers are eager to expand their knowledge base for working with this relatively new population. To that end, bilingual (Spanish/English) educators are increasingly tapped to serve as impromptu interpreters as monolingual administrators and teachers interact more frequently with Spanish dominant communities. Drawing from an in-depth interview sequence, the chapter narrates a Dominican-American's lived experience with simultaneous K-12-based interpreting as a K-12 student teacher, and a licensed early-grades educator. This chapter theorizes the layered emotional and professional advocacy of heritage-language bilingual school-based professionals and their agency in advancing access and equity to public resources with recommendations for policy and practice.

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