The Entangled Object of Language Ideology: Socio-Material Stories of Becoming Content Teachers

As countries around the world experience a surge of individuals who come from culturally and linguistically diverse (CLD) backgrounds, teacher education programs are reimagining ways to train content teachers with the necessary linguistic awareness, pedagogical tools, and skills to support CLD students while also incorporating teachers' language ideologies. As part of a larger narrative case study, this study investigates the ways language ideologies, discourses about teaching and learning, and training coalesce to shape pre-service teachers' emerging teacher identity and their perceived role in helping multilingual learners. The findings illustrate that participants' narrated understanding of their role as teachers within Evergreen State University is entangled with their local language ideologies that shape their learning and application of theoretical and pedagogical skills to support multilingual learners. These findings present a need to shift the view of language ideologies from a priori to one that coalesces between pre-service teachers and the local environment to shape the possibilities of becoming a teacher.