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PORTRAIT AS A BILINGUAL: AN ARTS BASED APPROACH TO LANGUAGE EXPERIENCES OF BILINGUAL MAINSTREAM TEACHER CANDIDATES IN THE UNITED STATES By JIAMENG GAO A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2023 

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© 2023 Jiameng Gao 

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To Jie and Sarah 

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4 ACKNOWLEDGMENTS This dissertation research project was an adventure. I was a solo adventurer , but not alone. I was so grateful to have the best navigation team who guided me through this adventure. My dissertation chair Dr. Mark Pache co was always lavishing his wisdom to my work and his trust on my potentials. He was definitely a big person in the field of education due to his brilliance and passion . Dr. Elizabeth Bondy was forever available whenever I needed any kind of academic, soci al, emotional, and professional support. She was my role model as a distinguished researcher, a prominent teacher, and a dedicated teacher educator. Her husband , William Dunn , as generous and sagacious as she was, helped me immensely with my writing and th inking. Dr. Timothy Vetere was like my brother. His savvy and humor were the panacea for my drained brain and my exhausted spirit. Dr. Pengfei Zhao was my most admired Asian woman, as an outstanding methodologist, an encouraging teacher, and a great mother . I had a formidable team who stood staunchly behind me, illuminating the road ahead and showing me the directions. I was so lucky to have the most loyal companions during the adventure. My research participants, also my students and the sweetest girls in the world, made this adventure possible. To be honest, I could not graduate with the Ph.D. degree without them. I was amazed by their perseverance and criticality. I wish them all the best as their teacher and their big sister. I need to thank my intimate friend, Yuqi Cai, who had accompanied me through my toughest time studying in the master and doctoral programs. She was such a generous and thoughtful lady who deserved all the happiness. I also need to thank Britney Jefferson, who I met unexpectedly but helped me tremendously. 

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5 Finally, I want to say thank you to my lifelong partner, Jie Li. No word can fully express my gratitude for her absolute t rust, all round care, and immortal love. But I think the rest of my life can. 

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6 TABLE OF CONTENTS page ACKNOWLEDGMENTS ................................ ................................ ................................ ............... 4 LIST OF TABLES ................................ ................................ ................................ ......................... 11 LIST OF FIGURES ................................ ................................ ................................ ....................... 12 LIST OF ABBREVIATIONS ................................ ................................ ................................ ........ 14 ABSTRACT ................................ ................................ ................................ ................................ ... 15 CHAPTER 1 INTRODUCTION ................................ ................................ ................................ .................. 17 Research Background ................................ ................................ ................................ ............. 17 Statement of Problem ................................ ................................ ................................ ............. 18 Research Purpose and Questions ................................ ................................ ............................ 19 Significance of Study ................................ ................................ ................................ .............. 20 Chapter Summary ................................ ................................ ................................ ................... 21 2 LITERATURE REVIEW AND THEORETICAL FRAMEWORK ................................ ...... 22 Literature Review ................................ ................................ ................................ ................... 22 Lived Experiences and Identity Construction ................................ ................................ . 23 Cross cultural experiences and cultural and ethnic identities ................................ .. 23 Language practices and bilingual and bicultural identities ................................ ...... 25 Lived Experiences and Career Choices ................................ ................................ ........... 27 Commitment to community and to be a teacher ................................ ....................... 27 Family expectation and determination to be a teacher ................................ ............. 28 Lived Experiences and Teaching in Mainstream Classrooms ................................ ......... 29 Appreciation for bilingualism as a teacher ................................ ............................... 29 Appreciation for bilingualism in job market ................................ ............................ 30 Appreciation for biculturalism as a teacher ................................ .............................. 31 Implications to This Study ................................ ................................ ............................... 31 Theoretical Framework ................................ ................................ ................................ ........... 32 Definition of Language Ideology ................................ ................................ .................... 33 Language Ideology and Education ................................ ................................ .................. 34 Language ideologies in the U.S. public education ................................ ................... 34 Language ideologies and teacher practices ................................ .............................. 37 Theoretical Orientations to Language Ideology ................................ .............................. 38 Marxian approach to language ideology ................................ ................................ .. 39 Marxian approach in educational research on language ideologies ......................... 41 Psychological cognitive approach to language ideology ................................ ......... 42 Implications to this study ................................ ................................ ......................... 43 

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7 Theoretical Framework: Language Ideologies Framework ................................ ............ 44 Phase 1: Lived ontologies ................................ ................................ ......................... 45 P hase 2: Pedagogical orientations ................................ ................................ ............ 47 Phase 3 and 4: Filters and enactment ................................ ................................ ....... 48 Implication to this study ................................ ................................ ........................... 49 Chapter Summary ................................ ................................ ................................ ................... 50 3 METHODOLOGY ................................ ................................ ................................ ................. 51 Arts Based Research ................................ ................................ ................................ ............... 52 Why Arts Based Research ................................ ................................ ................................ ...... 52 Arts ................................ .......................... 54 Language Portrait ................................ ................................ ................................ .................... 55 Participants ................................ ................................ ................................ ............................. 58 Belicia ................................ ................................ ................................ .............................. 60 Clara ................................ ................................ ................................ ................................ 61 Daniela ................................ ................................ ................................ ............................. 62 Eralia ................................ ................................ ................................ ................................ 63 Data Collection ................................ ................................ ................................ ....................... 65 Language Portrait and Focus Group Interview (and Personal Written Reflections) ....... 65 Language portraits ................................ ................................ ................................ .... 66 Focus g roup interview (and personal written reflections) ................................ ........ 67 Individual Follow Up Interviews ................................ ................................ .................... 73 Informal Communications ................................ ................................ ............................... 74 Data Analysis ................................ ................................ ................................ .......................... 76 Three Tiered Approach to Language Portraits ................................ ................................ 76 Critical Discourse Analysis ................................ ................................ ............................. 7 8 Research Methods and Theoretical Framework ................................ .............................. 82 Credibility ................................ ................................ ................................ ........................ 86 Validity ................................ ................................ ................................ ............................ 89 Positionality ................................ ................................ ................................ ............................ 92 Chapter Summary ................................ ................................ ................................ ................... 97 4 FINDINGS ................................ ................................ ................................ .............................. 99 Interpretation of Language Portrait and Lived Multilingual Experiences ............. 101 English was Visible a nd Came First ................................ ................................ .............. 101 Spanish was Hidden but Deep Inside ................................ ................................ ............ 103 A connection to home ................................ ................................ ............................. 103 An isolation at school ................................ ................................ ............................. 105 A reconnection as teacher candidate ................................ ................................ ...... 107 Translanguaging Practices ................................ ................................ ............................. 107 ................................ ................................ ............ 109 Heightened Pedagogical Confidence ................................ ................................ ............. 109 Language Resource Validation ................................ ................................ ...................... 110 Inclusive Teaching Methods ................................ ................................ .......................... 110 Filter: Doubts from Parents ................................ ................................ ........................... 112 

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8 ............... 115 Regaining Spanish, Regaining Power ................................ ................................ ........... 116 Enriched life with Spanish ................................ ................................ ..................... 117 Raised awareness of language hierarchy ................................ ................................ 117 Altered career path to ESOL teacher ................................ ................................ ...... 120 More Boricua, Less Cuban ................................ ................................ ............................ 121 English: A Privilege or An Exclusion? ................................ ................................ ......... 123 ................................ ................................ .............. 124 Heightened Pedagogical Confidence ................................ ................................ ............. 124 Language Resource Validation ................................ ................................ ...................... 124 Multimodal and Multicultural Teaching Methods ................................ ........................ 125 Filter: Perceived Practicality ................................ ................................ ......................... 127 ............ 130 To Think Logically as a Dutch ................................ ................................ ...................... 130 To Love Outwardly through Spanish ................................ ................................ ............ 131 A perpetual tradition at home ................................ ................................ ................. 131 A consistent bond to Hispanic com munity ................................ ............................. 134 A solid stride to mainstream society ................................ ................................ ...... 135 To Conduct Herself in English ................................ ................................ ...................... 136 ................................ ................................ ........... 137 Moderate Pedagogical Confidence ................................ ................................ ................ 137 Language Resource Validation ................................ ................................ ...................... 138 Equitable Teaching Methods ................................ ................................ ......................... 138 Filter: Cultural Divide ................................ ................................ ................................ ... 140 Experiences .............. 142 Patois Deep Rooted in Jamaican Culture ................................ ................................ ...... 142 Seeking for recognition by family ................................ ................................ .......... 143 Sustained neglection at school ................................ ................................ ............... 144 Faced by dilemma in teaching ................................ ................................ ................ 145 English Leading to Mainstream ................................ ................................ ..................... 145 Translanguaging Practices ................................ ................................ ............................. 146 Last but not least: Spanish and French ................................ ................................ .......... 147 Dedication to Black Americans ................................ ................................ ..................... 148 ................................ ................................ .............. 150 Moderate Pedagogical Confidence ................................ ................................ ................ 150 Emerging Sense of Agency ................................ ................................ ........................... 150 Language Resource Validation ................................ ................................ ...................... 151 Individualized Teaching Methods ................................ ................................ ................. 151 Filter: Inadequate Family Engagement ................................ ................................ ......... 154 Chapter Summary ................................ ................................ ................................ ................. 155 5 DISCUSS IONS AND IMPLICATIONS ................................ ................................ .............. 156 From Lived Multilingual Experiences to Language Ideologies ................................ ........... 157 A Deep Identification of Home Languages ................................ ................................ ... 157 An Asset Based View of Multilingualism ................................ ................................ .... 159 A Utilitarian Evaluation of Standard American English ................................ ............... 162 

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9 From Language Ideologies to Teaching Practices ................................ ................................ 165 Culturally and Linguistically Responsive Pedagogy ................................ ..................... 166 Contextual Factors for Partial Translation into Practice ................................ ............... 167 English Oriented Educational Goals ................................ ................................ ............. 168 Contextual Factors to Promote Translation into Practice ................................ .............. 171 Theoretical Contributions to Language Ideologies Framework ................................ ........... 172 Per sonal Language Experiences: Inseparable from Cultures ................................ ........ 172 Language Resource Validation: A Broader Asset Based View as Teachers ................ 174 Perceived Practicality: Eligibility to Be Culture Agents ................................ ............... 174 More Filter: Family Engagement ................................ ................................ .................. 175 Enactment: Envisioned Practice as Teacher Candidates ................................ ............... 176 A Modified Language Ideologies Framework ................................ .............................. 177 Methodological Inspirations to Research on Teacher Education ................................ ......... 178 A Comprehensive R epresentation ................................ ................................ ................. 178 An Ongoing and Collaborative Inquiry ................................ ................................ ......... 180 A Well Supported Validity Claim ................................ ................................ ................. 182 An Inclusive Epistemology ................................ ................................ ........................... 184 A Promising Methodology for Critical Research ................................ .......................... 185 Pedagogical Implications to Teacher Education Programs ................................ .................. 186 Curriculum Content ................................ ................................ ................................ ....... 186 Program Structures ................................ ................................ ................................ ........ 188 Program Coherence ................................ ................................ ................................ ....... 189 Chapter Summary ................................ ................................ ................................ ................. 191 6 EVALUATIONS AND ENVISIONS ................................ ................................ .................. 192 Phased Evaluations of This Study ................................ ................................ ........................ 192 Normative Criteria ................................ ................................ ................................ ......... 193 Methodological criteria ................................ ................................ .......................... 193 Ethical criteria ................................ ................................ ................................ ........ 193 Substantive Criteria ................................ ................................ ................................ ....... 195 Technical criteria ................................ ................................ ................................ .... 195 Artistic criteria ................................ ................................ ................................ ........ 195 Performative Criteria ................................ ................................ ................................ ..... 196 Emotions/Feelings ................................ ................................ ................................ .. 196 Understanding ................................ ................................ ................................ ........ 196 Response ................................ ................................ ................................ ................. 197 Change ................................ ................................ ................................ .................... 197 Directions for Futu re Studies ................................ ................................ ................................ 198 A Sustainable Research Plan ................................ ................................ ................................ 200 A Longitudinal Commitment ................................ ................................ ........................ 200 Empowered by Technology ................................ ................................ ........................... 201 Broader Social Impact ................................ ................................ ................................ ... 202 Chapter Summary ................................ ................................ ................................ ................. 203 APPENDIX 

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10 A IRB LETTER OF APPROVAL ................................ ................................ ............................ 204 B LANGUAGE PROFILE SURVEY ................................ ................................ ...................... 206 C PRELIMINARY LIST OF POTENTIAL PARTICIPANTS ................................ ............... 208 D INFORMED CONSENT FORM ................................ ................................ .......................... 209 E LANGUAGE PORTRAIT SILHOUETTE ................................ ................................ .......... 212 F LANGUAGE PORTRAIT EXAMPLES ................................ ................................ ............. 213 G FOCUS GROUP INTERVIEW GUIDES ................................ ................................ ............ 214 Checklist for Verbal Descriptions ................................ ................................ ........................ 214 Checklist for Group Discussion ................................ ................................ ............................ 215 Part I: Group Discussion Topics ................................ ................................ .................... 215 Part II: Potential Follow Up and Clarification Questions ................................ ............. 216 Part III: Personal Reflection Questions ................................ ................................ ......... 217 H EMAIL TO PARTICIPANTS FOR PERSONAL REFLECTION ................................ ...... 218 I INDIVIDUAL FOLLOW UP INTERVIEW PROTOCOL ................................ ................. 219 Up Interview Protocol ................................ ............................. 220 Up Interview Protocol ................................ ................................ 221 Up Interview Protocol ................................ ............................ 223 Up Interview Protocol ................................ ............................... 224 J EMAIL TO PARTICIPANTS FOR FEEDBACK ................................ ............................... 225 LIST OF REFERENCES ................................ ................................ ................................ ............. 226 BIOGRAPHICAL SKETCH ................................ ................................ ................................ ....... 243 

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11 LIST OF TABLES Table page 3 1 Summary of collected data ................................ ................................ ................................ . 75 3 2 Three tiered approach to language portraits. ................................ ................................ ..... 78 3 3 Three stages of critical discourse analysis ................................ ................................ ......... 81 3 4 Research method and theoretical framework ................................ ................................ ..... 83 3 5 Data analysis processes ................................ ................................ ................................ ...... 92 

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12 LIST OF FIGURES Figure page 1 1 The guiding principle of this dissertation study. ................................ ................................ 17 2 1 The essence of this dissertation study. ................................ ................................ ............... 22 2 2 Approaches and sociopolitical theories about language ideologies. ................................ .. 43 2 3 Language ideologies framework. ................................ ................................ ....................... 45 3 1 The methodological principle of this dissertation study. ................................ ................... 51 3 2 ................................ ................................ ................................ ...... 61 3 3 ................................ ................................ ................................ ......... 62 3 4 ................................ ................................ ................................ ..... 63 3 5 ................................ ................................ ................................ ........ 64 3 6 A screenshot of text message with Belicia. ................................ ................................ ....... 74 3 7 An example of critical discourse analysis at the first stage. ................................ .............. 79 3 8 An example of critical discourse analysis at the second stage. ................................ .......... 80 3 9 A screenshot of data analysis journals and notes. ................................ .............................. 85 3 10 A screenshot of in text comments by Clara. ................................ ................................ ...... 87 3 11 A screenshot of in text comments by Eralia. ................................ ................................ ..... 88 3 12 A screenshot of summative feedback from Belicia. ................................ .......................... 88 3 13 A screenshot of summative feedback from Daniela. ................................ ......................... 89 3 14 ...................... 91 3 15 A screenshot of the peer debriefing feedback from Mr. William Dunn. ........................... 91 4 1 practices. ................................ ................................ ................................ ............................ 99 4 2 Language portrait by Belicia. ................................ ................................ ........................... 100 4 3 ................................ ................................ ............................ 108 

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13 4 4 Language portrait by Clara. ................................ ................................ ............................. 114 4 5 ................................ ................................ 121 4 6 Language portrait by Daniela. ................................ ................................ .......................... 129 4 7 Rice, fried eggs, Aguacate cooked by Daniela. ................................ ............................... 133 4 8 Language portrait by Eralia. ................................ ................................ ............................ 141 4 9 ................................ ................................ ....... 147 5 1 The representation of making connection to previous literature and theoretical framework in this dissertation study. ................................ ................................ ............... 156 5 2 A modified version of language ideologies framework. ................................ .................. 177 6 1 The representation of the goals of this final chapter. ................................ ....................... 192 6 2 Language ideologies framework as cycle. ................................ ................................ ....... 200 

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14 LIST OF ABBREVIATIONS AAVE African American Vernacular English. It refers to a variety of English spoken by or among African Americans, which distinguishes from other English varieties for its linguistic features and cultural references (Mufwene, 2001). BMTCs Bilingual Mainstream Teacher Candidates . Mainstream teacher candidates are the student teachers who are prepared to teach content areas, including math, science, language arts, and social studies at certain grades (Guler, 2017) in a teacher education progr am. BMTCs refer s to the mainstream EBs Emergent Bilinguals. It refers to the students who are learning English as an additional language a nd have the potential to become bilingual (García, 2009). ESOL English to the Speakers of Other Languages. It refers to both the English as a Second Language (ESL) and English as a Foreign Language (EFL). For the English language learners , the goal is to K 6 Kindergarten to sixth grade in elementary education. K 12 Kindergarten to twelfth grade in elementary and secondary education ( U.S. Department of Homeland Secu rity [DHS], n.d. ). TESOL Teaching English to the Speakers of Other Languages. It foregrounds teachers and teaching competence to the learning of English language (Widdowson, 2019). 

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15 Abstract of Dissertation Presented to the Graduate School of the University of Florida in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy PORTRAIT AS A BILINGUAL: AN ARTS BASED APPROACH TO LANGUAGE EXPERIENCES OF BILINGUAL MAINSTREAM TEACHER CANDIDATES IN THE UNITED STATES By Jiameng Gao August 2023 Chair: Mark Pacheco Major: Curriculum and Instruction This dissertation study launched an arts based project to explore the lived multilingual experiences of four bilingual mainstream teacher candidates recruited from a two year teacher education program in the Southeastern United States which prepared them to teach in K 6 settings. The participants created a language portrait to visualize their languages and then reflected on their multilingual experiences in the focus group interview. Their lived multilingual experiences were further scrutinized through the Language Ideologies Framework (Bacon, 2020) to reveal the relationship to their understanding of teaching emergent bilinguals. Different types of data were analyzed through three tiered approach (Culshaw, 2019) and critical discourse analysis ( Fairclough, 2001 ). This study found that the participants had diverse language experiences, but they unanimously had a deep identification with home languages and an asset ba sed view of multilingualism, so they were advocate for culturally and linguistically responsive pedagogy. However, some family and culture related factors may disrupt their implementation of this pedagogy. Due to the dominance of English only ideology and the socioeconomic value of English, the participants held a utilitarian evaluation of English, which resulted in their English - 

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16 oriented educational goals for the emergent bilinguals. Their heightened sense of obligation and agency promoted their dedicatio n to the teaching in/of English. This study contributed to the scholarship in teacher education. Theoretically, this study enriched the meaning of some factors of the Language Ideologies Framework (Bacon, 2020) and added a new factor to make it more suita ble to investigate the language ideologies of bilingual teachers/teacher candidates. Methodologically, this study exemplified how arts based approach enabled comprehensive representations, sustained ongoing and collaborative artistic inquiry, facilitated w ell supported knowledge construction, and increased possibilities for critical research on education. Pedagogically, this study suggested including language portraits as a reflection tool for the teacher candidates. It called for the closer collaboration b etween the mentor teachers (K 12 schools) and the teacher educations (teacher education programs) and a program wide coherence that values and promotes multilingualism and multiculturalism. This study concluded that it was a quality arts based research despite some limitations in ethical, artistic, and accessibility aspects. It proposed a sustainable research plan for the next phases. 

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17 CHAPTER 1 INTRODUCTION This chapter provides an overview of this dissertation research project. It describe s the research background, makes a statement of problem, specifies the research purpose and questions, and clarifies the significance of study. Figure 1 1 represents the gu iding principle of this dissertation study . 1 Figure 1 1. The g uiding principle of this dissertation study . Photo courtesy of author. Research Background Globalization alters the nature of migration and the categories of migrants, which boosts the ling uistic, cultural, and ethnic diversities all over the world (Blommaert & Rampton, 2016). Correspondingly, the classrooms around the world are becoming more diverse in every aspect (García & Kleyn, 2013). In U.S. public schools, linguistic and cultural dive rsity has been increasing with the fast growing number of EBs (Heineke & Giatsou, 2020). According to the 1 I painted this work on December 12, 1997, when I was seven years old. The squirrel represents biodiversity, which should be protected to guarantee the normal functioning of ecosystem. Similarly, linguistic and cultural diversity should be also preserved t o ensure the development of human society. This is what I advocate for throughout this study. 

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18 National Center for Education Statistics, the percentage of EBs in the U.S. public schools was increased from 9.2% in fall 2010 to 10.4% in fall 2019, which amounted to 5.1 million students in total ( Condition of Education , 2022). To ensure the improved and equitable educational outcomes to EBs, all educators, including the mainstream classroom teachers, should be responsible for mak ing the content lear ning accessible and promot ing language development their diverse linguistic and cultural backgrounds u ntended (Zoeller & Briceño, 2022, p. 51). For this reason, teacher education programs need to prepare teacher candidates to meet th is multilingual trend in public education (Garc a & Kleyn, 2013) and help EBs prosper linguistically and intellectually. St atement of Problem At this point, teacher education programs in the United States overwhelmingly focus on preparing the mainstream teacher candidates who are predominantly monolingual in English to work with EBs, while little accommodation is made to prepa ring BMTCs (Wyatt, 2017). With firsthand experiences of being a bilingual, BMTCs may have the important language resources and valuable cultural knowledge (Mora Pablo et al., 2015; Villegas Torres & Mora Pablo, 2018), which can empower them to work with EB s prior to entering the teacher education programs. Therefore, BMTCs constitute a critical portion of teaching force who can potentially work more effectively with EBs through linguistically and culturally responsive teaching (Sleeter & Milner, 2011). Neve underestimated in teacher education programs (Athanases et al., 2015), which calls for more attention to understand ing their lived experiences, identifying their language resources and 

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19 c ultural knowledge gained from these experiences, and probing the ways to leverage their strengths to teach EBs. There is a small but developing body of studies conducted in the United States which xperiences complicate their identity construction (e.g, Athanases et al., 2015; Athanases et al., 2019; Jones et al., 1999; Linn, 2011; Varghese & Snyder, 2018) , influence their career choice ( e.g., Miller, 2017; Morales & Shroyer, 2016; Nguyen, 2008 ) , and shape their teaching beliefs and practices (e.g., Maulucci, 2008; Szecsi & Spillman, 2012; Weisman & Hansen, 2008) . These studies conclude that the profession al identity construction, their asset oriented view on bilingualism, and their dedication to linguistically and culturally responsive pedagogy. However, the mechanism that mediate s the translation from the lived experiences to their teaching practic es has been less explored. Bacon (2020) proposed that language ideologies could be one of the mediating tools that are Therefore , lingual experiences and examines how their lived multilingual experiences have shape d their understanding of teaching EBs through the lens of language ideologies . Research Purpose and Questions This study launched an arts based project to zoom in on the B experiences . It drew upon language ideology as the theoretical lens to investigate how their lived multilingual experiences shaped their understanding of teaching EBs. The BMTCs created a language portrait to visualize their langua ges and then critically reflected on their lived multilingual experiences through collaborative conversations (Busch, 2018; Chik et al., 2019; 

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20 scrutinized through the lens of language ideology. I chose Marxi an sociopolitical approach to conceptualize language ideology as a mediator between sociocultural experiences and language practices (Kroskrity, 2004), which can be examined to envision how the BMTCs w ould address th e language diversity brought by the EBs into their future classrooms. Aligned with Marxi an theoretical foundation ( Blommaert, 2006 ) , the Language Ideologies Framework proposed by Bacon (2020) was adopted as the theoretical framework to shed light on the relationship between theoretical framewo were projected into their teaching practices , with language ideologies as a mediator throughout this process . This study recruited four BMTCs from a two year teacher education program whi ch prepared them to teach in K 6 settings at a university in Southeastern United States. The primary data sources were the language portraits created by the participants and the accompanying focus group interview. The data were analyzed through the combina tion of three tiered approach and critical discourse analysis. The research questions of this study are: 1. 2. teaching EBs? Signif icance of Study This study makes theoretical, methodological, and pedagogical contributions to the scholarship in teacher education. Theoretically, this study develops the Language Ideologies Framework (Bacon, 2020) by incorporating new elements and additi onal interpretations . This can contribute to a more comprehensive representation provide more possibilities to envision their future teaching practices . Methodologically, this 

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21 study exemplifies how an arts based appro ach can be applied in teacher education research and generates new insights and perspectives on the future research designs. Pedagogically, this study informs the teacher educators of how language portraits can be employed to facilitate the teacher candida tes to reflect on their language experiences and to identify their linguistic and cultural resources that can be leveraged to empower their future teaching in multilingual classrooms. Chapter Summary This chapter starts from illustrating the increasing li nguistic and cultural diversity in the U.S. public education with the growing enrollment of EBs, and then highlights the necessity for teacher education programs to prepare mainstream teacher candidates to address the increasing linguistic and cultural div ersity in the ir classroom s adequately. As a promising portion of potentials to work with EBs by providing linguistically and culturally responsive teaching tend to be neglec ted and underestimated in teacher education programs. Additionally, their various experiences with different languages are less explored in the scholarship of teacher education. Therefore, the purpose of this study is to adopt an arts based approach to exp lived multilingual experiences and reveal how their experiences shape their understanding of teaching EBs through the lens of language ideology. This study makes theoretical, methodological, and pedagogical contributions to the practice and research in the field of teacher education . 

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22 CHAPTER 2 LITERATURE REVIEW AND THEORETICAL FRAMEWORK This chapter consists of two parts. The first part reviews the existing literature that examines the lived experiences of BMTCs in the United States to identify the literature gap that this study aims to fill in. Based on the literature review, it explains why this study selects language ideology as the theoretical lens. The second part presents the main approaches to language ideology and elaborates on the Language Ideologies Framework by Bacon (2020), which was adopted as the theoretical framework to inve experiences and their understanding of teaching EBs in this study. Figure 2 1 represents the focus of this dissertation study. 1 Figure 2 1. The essence of this dissertation study. Photo courtesy of author. 1 I painted this work in spring 2000, when I was nine years old. The root of lily is always mistaken as garlic because they look very similar. I selected this picture to remind myself of seeing the essence through the phenomenon. At first glance, I am explo understanding of teaching and learning. 

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23 Literature Review There is a small but developing body of literature that examine the lived experiences of BMTCs in the United States . Three themes are generated from these studies that illustrate the importance of examining their lived experiences : how th their identity construction; how their lived experiences influence their career choice; and how their lived experiences shape their teaching beliefs and practices. Considering the relevance to this study, the literatur e was briefly reviewed under each theme to elucidate how the previous studies have laid a foundation and showed the direction for this study. Lived Experiences and Identity Construction BMTCs usually have rich cross cultural experiences and diverse langu age practices, which could bring complexities to their identity construction. The cross cultural experiences occur when they confront and negotiate the cultural differences between the mainstream American society and their family and community. In this pro cess of confrontation and negotiation, their languages and language practices play a critical role in their personal identity construction. Cross c ultural e xperiences and c ultural and e thnic i dentities cultural experiences affect their i dentity construction in varied ways. The BMTCs who have positive cross cultural experiences tend to construct a stronger cultural and ethnic identity. Even though the BMTCs in Jones et al. (1999) went to mainstream American schools, they constructed vigoro us affiliative group identities through abundant opportunities to speak Spanish and celebrate their norms and customs with their family and community members. These Mexican American BMTCs were tightly tied to their affinity group which was maintained culture. The family community involvement helped the BMTCs acculturate smoothly into 

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24 mainstream American society without losing their heritage language and culture and con struct a strong cultural and ethnic identity in cross cultural contexts. However, the BMTCs who have negative cross cultural experiences are more likely to be detached from their heritage cultures. As a Vietnamese American BMTC in Athanases et al. (2015) recalled, growing up in a Vietnamese community in the United States, she had been proud of her heritage culture until she went to college where she felt the pressure of the stereotypes about Asians. This resulted in the loss of a sense of her heritage cult ure thus a weakened cultural identity. Athanases et al. (2019) identified the same issue among their foci BMTCs who complained about the biased perceptions on their language use in the college. They had to hide their cultural identities by adjusting their (p. 588) . Similarly, a lthough the Vietnamese American BMTCs in Nguyen (2008) had been living with Vietnamese customs and expressed pride and faith in their heritage culture, they did not value their cultural iden tity as a future mainstream classroom teacher. They feared that their minority status, unique physical traits, and accented English would disqualify them from being a mainstream teacher, especially for English monolingual, White middle class students. By t he same token, Weisman and Hansen (2008) reported that some Latinx BMTCs intentionally moved out of their communities or stayed away from their ethnic groups because they were upset by the stigma attached to their ethnicities in the U.S. mainstream society . The negative feedback on their heritage background in cross cultural settings estranged the BMTCs from their cultures. It is a way for them to resist the singular identity that is linked to the stereotypes and stigmas on their cultures and ethnicities (N ewkirk, 2017). 

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25 But some BMTCs may rebound from the stereotypes and stigmas they encounter in mainstream culture contexts and form an even stronger attachment to their heritage culture. Even though Jones et al. (1999) found that all the Mexican American BM TCs in their study accepted their bicultural identity, some of them mentioned a feeling of shame on their heritage culture, because it was not embraced in the U.S. mainstream society. As a result, they tried even harder to maintain their heritage cultural identity and refuse d to accept American identity. But overall, the BMTCs who endure hardships in cross cultural experiences appear to be more uncertain about their cultures and ethnicities, so they are less likely to build up a dynamic bicultural identity. Language p ractices and b ilingual and b icultural i dentities Among BMTCs, language plays a critical role in their identity construction. As a and language and cultu re are inseparable from identities. Maulucci (2008) indicated that home situations, while second language was more likely to be used in institutional settings. A BMTC English was part of her core identity because she was able to use her languages in a fluid and functional way. Her language practices signified that translanguaging is a discursive norm for 2011, p. 401). Martínez (2018) interpre in selecting the language features and tools from their linguistic repertoire and using them fle xibly and meaningfully at a given moment (Li, 2018). 

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26 For BMTCs, translanguaging practice may lie at the core of their bilingual identity. Varghese and Snyder (2018) echoed Maulucci (2008) finding that the Latina BMTC who spoke English in school and at hom e positioned herself as an outsider of their heritage culture and failed to establish a Latina identity, whereas the Latinx BMTCs who had more freedom to choose between English and Spanish were inclined to construct ing a firm identity to be Latinx and Span ish speaker. The language experiences that involve home languages could strengthen bicultural identity. Jones et al. (1999) noted that all Mexican American BMTCs in their study spoke Spanish at home with family members. This helped them preserve their cultural norms and values, which nurtured their pride in their culture and their appreciation for being biliterate in both Span ish and English. A Latina BMTC from Linn (2011) realized that Spanish could strengthen her connection to her family by facilitating the communication with her family members, and such stronger family attachment helped her construct a stronger cultural iden tity. Similarly, Athanases et al. (2019) reported that speaking home languages with family members , and nurture their affection and reverence for home languages, which affirmed their cultural identities. Home language al so lies a first generation immigrant BMTC with multiethnic background was proud of her multicultural identity, because her Spanish English bilingualism p rivileged her in the job market. Therefore, language, especially home language, which carries culture, is an indispensable factor in the 

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27 Taken together, the research literature reviewed above suggests cross cultural experiences and diverse language practices complicate their personal identity construction. Their personal identity construction involves the struggles to be an ethnic minority in American mainstream society, the negoti ations between their home languages and cultures with American English and mainstream culture, and the fulfillment to construct a vigorous and dynamic bilingual and bicultural identity as a future mainstream classroom teacher. Lived Experiences and Career Choices The career pathways of the BMTCs are profoundly influenced by their diverse lived experiences. Commitment to community and family expectation are the most influential factors on erence to their community tends to outweigh the external pressure from family expectation. Commitment to c ommunity and t o b e a t eacher aspiration to be a teacher. The Mexican American BMTCs in Jones et al. (1999) constructed strong ethnic based reference group orientation and affiliative identities, which fueled t heir passion about passing down the Mexican language and culture to the next generations. Linn language experiences in the borderlands spurred them to go back to the ir community to promote bilingualism for the next generations. The Latina BMTCs in Morales and Shroyer (2016) were inspired by a sense of responsibility to advocate for the EBs facing low self esteem and limited academic success due to the linguistic chall enges. Since they went through the similar difficult situations in their own schooling experiences, they were particularly interested in becoming a teacher to improve the educational outcomes for the Latinx EBs in their childhood community. 

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28 onal identities are inextricable from their professional identities and have an impact on how they assess their desire and potentials to be a teacher (Nguyen, 2008). Many BMTCs choose to be a teacher because they believe they can provide quality and equit able education for EBs like themselves who did not get adequate academic support in their schooling experiences (Athanases et al., 2015; Miller, 2017; Morales & Shroyer, 2016; Varghese & Snyder, 2018). For example, their unsupported learning experiences co uld raise their (Morales & Shroyer, 2016). But some BMTCs choose teaching as a profession because of the role model teachers in their academic life. A Hispanic BMTC in Miller (2017) was inspired to be a teacher because her six grade teacher respected her heritage culture and encouraged her to identity could be a driving force for them to step into the teaching profession. Furthermore, the BMTCs believed that they could be a role model for their students from similar language and cultural backgrounds (Miller, 2017; Morales & Shroyer, 2016; Weisman & Hansen, 2008) and encourage them to be successful in terms of language learning and professional achievement. Family e xpectation and d etermination to b e a t eacher Some BMTCs underline the familial influence on their career choice. Nguyen (2008) and Szecsi and Spillman (2012) offer conve rging findings that the BMTC were discouraged from choosing teaching as a profession, because teaching was considered to be less prestigious and under paid. But all the BMTCs in these two studies were so determined to be a teacher because of some influenti model teachers in their schooling experiences was the primary reason for these BMTCs to set up their mind to be a teacher. 

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29 To sum up, the commitment to their community is the primary reason for the BMTCs to choose to be a teacher. They are devoted to promoting the academic success for the EBs like themselves and would like to be a role model to inspire the EBs. Family expectation could be an areer choice as well, but their strong community membership and sense of responsibility may overcome the difficulties caused by the lack of familial support and strengthen their determination to become a teacher who can make a difference for the children i n their communities. Lived Experiences and Teaching in Mainstream Classrooms lived experiences further shape their teaching beliefs and practices in mainstream classroo ms. They tend to be appreciative of being bilingual and bicultural for pedagogical and economic purposes, especially teaching in multilingual and multicultural contexts. Appreciation for b ilingualism as a t eacher cultural experiences are valuable resources to teach the students of diverse backgrounds (Athanases et al., 2015; Szecsi & Spillman, 2012). Athanases et al. (2019) showed that BMTCs had diverse communicative repertoires because they needed to communicate in complex ways across different contexts for various purposes. In other word s , they were able to actively engage in translanguaging for meaning making and knowledge construction (García & Li, 2014; Li, 2018), which nurtured their appreciation for bilingua lism. Athanases et al. (2015) found that a BMTC who had the opportunity to use his languages with friends and family in a flexible and meaningful way had a heightened metalinguistic awareness and an asset oriented perspective on translanguaging. Such dynam ic and diverse language use (Athanases et al., 2019). Therefore, BMTCs are more likely to adopt an additive approach to 

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30 standard English language skills while fostering their home language practices (Flores & Rosa, 2015). To this end, the BMTCs could use translanguaging pedagogies to empower EBs in their language and content learning (Athanases et al., 2015). They could ta ke advantage of their bilingual competence and experiences to work more effectively with EBs who may not receive adequate language support from the monolingual teachers (Morales & Shroyer, 2016). As EBs themselves, BMTCs have a better knowledge about how m ultiple languages are working and acquired in their multilingual world (García, 2017), so they are able to respond to the linguistically and culturally diverse students appropriately (Linn, 2011). Additionally, b ilingual and cross cultural competence enab les the BMTCs to better Spanish language proficiency which enabled her to communicate more effectively with Spanish speaking students and their parents. Weisman and H ansen (2008) added that familiarity with Appreciation for b ilingualism in j ob m arket BMTCs also hold a positive attitude toward bilingualism for economic reasons (Maulucci, 2008). For the BMTCs living on the Texas Mexico borderlands, being Spanish English bilinguals was advantageous to securing a job and living an easier lif e in such a bilingual community (Linn, 2011). Across the globe, the command of more than one language can grant more economic opportunities ( A thanases et al., 2015). As a result, these BMTCs were dedicated their economic opportunities ( A thanases et al., 2015; Linn, 2011) and help them prosper economically in American society. 

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31 Appreciation for b iculturalism as a t eacher BMTCs are dedicated to grappling with cross cultural issues and implement ing culturally r misunderstanding in their schooling experiences as EBs (Miller, 2017; Szecsi & Spillman, 2012), BMTCs could better understand the importance of cultural connections, high expectations, and repertoires and funds of knowledge to support the learning of new concepts in her practicum expectations from their own schooling experiences, which could be utilized to identify and meet histories of marginalization and exclusion, they could be aware of the significance of engaging welcomed (Varghes e & Snyder, 2018). translanguaging practices, their participation in global economy, and their cross cultural awareness could cultivate their asset oriented view on bilingualism and biculturalism as well as their dedication to linguistically and culturally responsive pedagogy. This would make the BMTCs a perfect fit for the EBs who have diverse backgrounds and learning needs. Implications to This Study The reviewed literature demonstrate s teaching beliefs and practices with the students of diverse backgrounds, but the mechanism that mediates the translation from the ir lived experiences to their teaching practices is less explic ated . 

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32 ideologies of bilingual students of color who were pot entially becoming a teacher, but there is a lack of detailed representation of the and their nuanced understanding of teaching . Suggested by Bacon (2020), the complexities of the teacher periences nurtured varied language ideologies, which could result in their nuanced understanding of teaching to the students of diverse language backgrounds. Therefore , this study guide d the BMTCs to explore their complex lived multilingual experiences and reflect on their understanding of teaching EBs. It aims to add to the limited literature by providing a unraveling how these experiences have shaped their nuanced understanding of teaching EBs through the lens of language ideologies . Theoretical Framework As a pioneer study that explore d grounded i resources to support teaching. They indicated that language ideology could be a mediator 2004). In a similar vein, this study adopts language ideology as the theoretical lens to examine the of teaching EBs. This section starts with defining language ideology broadly , contextualizing the understanding of language ideology in the U.S. educational context, and illustrating how Next, it presents two main theoretical orientations to language ideology and illu minates the implication for this study. This chapter ends with an 

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33 elaboration on the rationale and application of the Language Ideologies Framework by Bacon (2020) as the theoretical framework to the current study. Definition of Language Ideology Language ideolog ies are sets of beliefs about language (Ajsic & McGroarty, 2015; Fine et al., 2020; Gal, 1992; Kroskrity, 2004; Philips, 2015; Piller, 2015; Vessey, 2017). Such beliefs ugh, 2020; Kroskrity, language forms and functions (McGroarty, 2010). To clarify, language ideology concerns what language is like and what language should be like (P hilips, 2015). The impact of language ideology is not only linguistic but also social (Piller, 2015). The evaluations on language can be extended to the evaluations on the personhood, citizenship, morality, quality, and value of a language speaker (Farr & Song, 2011) according to if they follow or flout conventional expectations on language (McGroarty, 2010). In other word s , language ideology determines if the membership of a particular group should be given to an individual or not (Philips, 2015). It prod uces the recognition or exclusion of the speakers of certain languages for the political, economic, cultural, and moral interests of the dominant group (Farr & Song, 2011; Irvine, 1989; Kroskrity, 2004; McGroarty, 2008; Orzulak, 2015; Piller, 2015; Woolard & Schieffelin, 1994). As such, language ideology entails the social activities associated with languages (Philips, 2015) within a group. T hrough these social activities, social relations are formed, which influence how people act upon the world (Gal, 1992 ). With the linguistic and social constructs language use and practices (Cavanaugh, 2020; Gal, 1992; Kroskrity, 2004; McGroarty, 2008; McGroarty, 2010; Philips, 2015; Piller, 2015). Internalized as a commonse nse cultural value, it needs to be socialized and reproduced through language use (Gal, 1992; Riley, 2011; Vessey, 

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34 2017). Specifically, language ideology guides people to interpret and understand certain speech It can sway the language related decisions of speakers and institutions (McGroarty, 2008). In a word, language ideology goes beyond ideological Language Ideology and Education Language ideology is closely linked to education because it informs language policy that is carried out through public education (Farr & Song, 2011). It can have broad and powerful consequences to both individuals and society through everyday classroom pra ctices (Godley et al. 2017; Martínez, 2013; Phillipson & Skutnabb Kangas, 1995; Wiley & Lukes, 1996; Wortham, 2008) which privilege and promote certain languages and their speakers while marginalizing and excluding others in educational discourses. Langua ge i deologies in the U.S. p ublic e ducation English only monolingualism becomes the dominant language ideology in the United States for the sake of national unity and security (Ellis, 2006; Kroskrity, 2004; Phillipson & Skutnabb Kangas, 1995; Skutnabb Kanga s, 1996; Wiley & Lukes, 1996). It affirms the hegemony of English with the shifted immigration pattern from mostly white Europeans to people of color from Latin America and Asian countries since 1980s (Pew Research Center, 2015). From the raciolinguistic p erspective ( Rosa & Flores, 2017 ), t he hegemony of English serves as an instrument to protect the privilege of its white speakers and a colonizing mechanism to perpetuate the subordination of immigrants and people of color (Nieto, 2021). The hegemonic monol ingual English only ideology results in language hierarchy (Godley et al., 2007; Henderson & Palmer, 2015) and a deficit view of the speakers of other languages whose lack of English language proficiency is interpreted as the lack of intelligence and compe tence (Bacon, 

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35 2020; Bartolomé, 2004; Lew & Siffrinn, 2019), hence their failure to get the full U.S. citizenship (Barros, 2016; Gorski, 2011). Monolingual English only ideology has been predominant in the U.S. public education, titudes and practices with different languages in classrooms. For example, the teacher candidates in Banes et al. (2016) held a belief that home languages other than English should be demeaned because they precluded EBs from power, opportunities, and succe ss. By the same token, the public school teachers in Gallo et al. (2014) negatively though the teacher candidates in Lew and Siffrinn (2019) agreed on the importance t o value the socioeconomic value. In other word s , bilingualism tends to be stigmatized, trivialized, and even pathologized in the U.S. public education (Bacon, 2020; Bar ros, 2016; Fine et al., 2020; Seltzer et al., 2020; Skutnabb Kangas, 1996; Snow & Hakuta, 1992; Wiley, 2000; Wiley, 2014; Woolard & Schieffelin, 1994). As a result, EBs are susceptible to being diagnosed as deficient who need remedial English courses , and their rich linguistic resources are devalued and ignored (Wiley & Lukes, 1996). In mainstream classrooms, teachers use English as the primary medium of instruction (Macedo, 2000; Speicher & Bielanski, 2000; Subtirelu, 2013). They sometimes refer to the EB home languages as a transitional tool for the EBs to learn English and be assimilated into American culture (Garza & Crawford, 2005). Therefore, monolingual English only ideology aligns with assimilationist ideology in the U.S. public education . Such assimilationist ideology is likely to 

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36 (Garza & Crawford, 2005) by forcing these students to adapt as best as they can to the dominant language and culture practices (Bartolomé, 2004; Milroy, 2001; Skutnabb Kangas, 1996; Subtirelu, 2013; Wiley, 2000; Wiley, 2014; Wiley & Lukes, 1996). Despite the dominance of monolingual English only ideology, multiple language ideologies can coexist and be manifested within a particular group of teachers (Gal, 1992; Kroskrity, 2004). Lew and Siffrinn (2019) concluded that the teacher candidates they studied held conflicting beliefs about differe nt languages and language varieties but constantly revealed entrenched nature of deficit oriented ideologies to language diversity in classrooms. In a similar vein, Bacon (2020) demonstrated the multifaceted nature of the language ideologies among the begi nning teachers from a Sheltered English Immersion endorsement course, but he contended that English only monolingualism had never been challenged or problematized. Holdway and Hitchcock (2018) echoed that although some teachers came to realize how English only environment produced educational inequity to EBs after participating in a professional languages to aid learning. Zooming into the classroom level, Martínez (2013) iden tified the coexistence of hegemonic and counter hegemonic language ideologies and practices in a six ideology had never been absent from the classroom. The multiplicity o f language ideologies among the teachers reflects the multiplicity of social divisions in the U.S. society which operates along the intersection of class, gender, race, age, and so forth (Piller, 2015; Woolard & Schieffelin, 1994). That is to say, the dive rse U.S. society nurtures multiple language ideologies which persistently coexist and contest in public education, but the dominance of English only monolingual ideology has never been shaken fundamentally . 

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37 Language i deologies and t eacher p ractices Languag e ideology plays a significant role in shaping language policy . As the enactors of language policies, teachers could be the reproducers of monolingual English only ideology through classroom practices. Notwithstanding, due to the ir agency in interpreting a nd implementing language policies (Ricento & Hornberger, 1996), teachers may display varying degrees of various language ideologies in their classroom practices. Fitzsimmons Doolan (2014) noticed that the teachers who held an opposite ideological framework monolingual English only ideology were more likely to manage the language diversity in their classrooms flexibly and inclusively. She and her co researchers (2017) conducted a study in Texas schools and concluded that the teacher language policies were implemented in classrooms. In Martínez (2013), a mainstream classroom teacher articulated and embodied counter hegemonic ideologies by creating a hybrid space for both English and Spanis h in her classroom and resisted the predominating monolingual English only ideology in her school. Likewise, a third grade mainstream teacher from a rural district in the northeast combated the school wide English only practices and adopted translanguaging pedagogies (Back, 2020). She collaborated bilingual texts in teaching. The teacher candidates in Lew and Siffrinn (2019) displayed inclusive language ideologies by allowing the EBs to use their home languages in informal settings but conform ed to English only ideology by restricting the EBs to using English in formal settings. As Baugh (1995) proposes, teachers and teacher candidates varied in their comfort zone to address language diversity due to their various language ideologies that reflected their socioeconomic status and teaching experiences. In brief, teachers display varying degrees of different language ideologies in their classroom practices because of the ir agency to influence 

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38 how language policies are interpreted and implemented, and to what extent the dominant language ideologies are embodied and contested. lang uage ideologies may be influenced by their personal backgrounds. Garza and Crawford (2005) suggest that teachers from the White, middle class backgrounds are more likely to deny the existence of racial discrimination against EBs and default to the monolingual English only ideology. Instead, teachers who are growing up in bil ingual and bicultural communities as EBs tend to appreciate bilingualism (Athanases et al., to facilitate meaning making, knowledge construction, and identity n egotiation (Weisman et al., 2007). Therefore, different language and cultural experiences could nurture different language ideologies among the teachers and then shape their teaching beliefs and practices. All in all, monolingual English only ideology has been predominating and mandating language policies in the U.S. public education. As the policy performers, teachers play a critical role in determining to what degree and in what way monolingual English only ideology is reproduced and challenged in classro om practices. Their interpretation and implementation of the language policies could be influenced by their own language ideologies constructed from their live d experiences and classroom practices . For this study, language ideology serves as a linking practices to EBs. The next section addresses the theoretical orientation t o language ideologies that informs this study. Theoretical Orientations to Language Ideology The study of language ideology arises from linguistic anthropology (Blommaert, 2006). deologies, as those 

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39 language use as a social action dictated by language ideology. One of the alignments between these two streams of studies is that both investi (Blommaert, 2006, p. 518). The language ideological perspective guides linguistic anthropologists to understand how people view and use languages in response to the sociocultural world (Blommaert, 2006; Cavanaugh, 2 020; Kroskrity, 2004). In other word s , the research on language ideology acknowledges the role of human consciousness in language use while negating the assertion that language use is prescribed and idealized by language forms (Phillips, 2015). The study o f language ideology also provides a lens to examine the issue of sociopolitical layer of valuation on the utterances produced Language use is intrinsically . Thus, the study of language ideology can contribute to the understanding of language use and make a connection to social life. There are mainly two theoretical orientations in the study of language ideology. One is political perspective stemming from Ma rxist theory, and the other one is psychological cognitive perspective derived from collective psychology. As follows, I explicate these two perspectives in details and argue that Marxi an political perspective is more aligned with t he purpose of this study . Marxi an a pproach to l anguage i deology One of the major approaches to language ideology grows out of Marxist theory which conceptualizes ideologies as the mediating device between material and ideational aspects of reality (Blommaert, 2006). Marxist theo ry was originally adopted to study class struggle in of the mind, but also a potential tool of the regime of power and domination pertaining in a 

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40 particular informs some linguistic anthropological studies on language ideologies based on the presumption that language ideologies represent the interests of particular social and c ultural groups (Kroskrity, 2004; Piller, 2015). From Marxist perspective, language ideologies are always involved into the dynamic power relations where the dominant group attempts to maintain their power and dominance (Blommaert, 2006; Kroskrity, 2004; Ri ley, 2011). This is the reason why Philips (2015) argues that Marx has a negative tone on the term of ideologies, which force people to function against their own interests in an implicit way that people fail to realize their own interests. Orzulak (2015) responds to Marxist perspective on ideologies by redefining deficit language ideologies, a belief that languages are prescribed by the dominant group to protect their interests while marginalizing other groups, hence perpetuating inequality. Marxian theor y of ideologies was promoted by two influential scholars in the studies of language ideologies: Mikhail Bakhtin and Valentin Voloshinov. They posit that language forms social iding a way to analyze the coexistence of different language forms and connecting to the sociohistorical loads these language forms carry with. Voloshinov furthers that the dominant group tends to suppress the development of language diversity because they are afraid of losing their dominance and interests by accepting different voices and meanings (Collins, 1999). More aligned with Marxian theoretical foundation on c lass struggle, Voloshinov takes language use as a value laden activity (Collins, 1999) which is constructed from the material basis (Piller, 2015). Therefore, Marxist 

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41 theory provides a sociopolitical approach to language ideologies, which embarks on specific language forms and use and then delves into the underlying social structures that preserve the interests of dominant group. Marxi an a pproach in e ducational r esearch on l anguage i deologies The Marxi an approach has been applied in some studies on language ideologies in the field of education. Fo r example, Henderson and Palmer (2015) use social theory developed by language practices, including the use of Spanish, English, and code switching in a two way dual and it connects micro language practices with the macro societal process (Erickson, 2004). Ideological clarity is another Marxist informed approach that is adopted by the scholars to study identify and understand how their ideological system is shaped by the socioeconomic and political hierarchy maintained by the dominant society (Bartolomé, 2004). Teachers with higher ideological clarity have a more inclusive view of different languages and cultures and seldom assume that the dominant language they are expected to teach and the mainstream culture they are expected to repr know how to work with students of diverse backgrounds by providing linguistically and culturally responsive teaching (Trueba & Bartolomé, 2000). Expósito and Favela (2003) explore d the language ideologies of four novice teachers who were working with disadvantaged students through the lens of ideological clarity. Bartolomé (2004) also used ideological clarity to unpack the relationship between four high rientations and the degree experiences as a second language learner shaped her political orientation, thus her language 

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42 ideology. Moreover, Bacon (2020) constructs a framework to study language ideologies, which orientations, and how their pedagogical orientations could be filtered by political and educational contexts and then e nacted in classrooms. He used this framework to analyze the language ideologies among 127 preservice and beginning teachers engaged in a Sheltered English Immersion methods coursework. This theoretical framework is detailed in the later part of this chapte r. Psychological c ognitive a pproach to l anguage i deology Another approach to language ideology comes from the tradition of collective psychology in sociology credited to David Émile Durkheim. Unlike Marxist sociopolitical perspective, Durkheimian approach is apolitical and presents the deep layer of culture and society (Blommaert, 2006). It defines ideologies in a natural stance and suggests that ideologies (Blomm aert, 2006, p. 510). From this point of view, language ideologies are parts of cultural One of the most influential scholars in favor of this apolitical approach is Michael Silverstein. His ethnographic work makes language ideology as a separate field of study (Blommaert, 2004) and attracts much scholarly attention to linguistic awareness (Kroskrity, 2004). Distinct from Marxist theory, Silverstein focuses on the cognitive a wareness, rather than views of language nor scientific/scholarl y views about language can automatically be discredited ideology necessitates the analysis from language to culture (Blommaert, 2006). He also provides 

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43 that la nguage use can index group membership and belonging (Blommaert, 2006; Kroskrity, 2004; Woolard & Schieffelin, 1994). Language use assists to create and represent various social and cultural identities, as a way to gain the membership and sense of belonging to a particular group (Kroskrity, 2004). Although Silverstein agrees that language use reflects language ideologies (Blommaert, 2006; Kroskrity, 2004; Seargeant, 2008), his cognitive approach to needs for obtaining group recognition and constructing strong cultural identity. To visualize, Figure 2 2 shows the two approaches to language ideologies and the theories that are derived from the Marxian approach that have been used to study the languag e ideologies in education. Figure 2 2 . Approaches and sociopolitical theories about language ideologies . Implications to t his s tudy Despite the divergent views of language ideology, both Marxi an (sociopolitical) and psychological cognitive approaches are based on the non artifactual view of language. This view 

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44 socioculturally, historically, and politically in (Blommaert, 2006, p. 512). In this way, language is not a bounded grammatical and textual entity, but a dynamic interactional and cultural process to make meaning and build up social relationships (Kroskrity, 2004; Lippi Green, 2004; Philips, 2015). In other word s , both approaches acknowledge the political, social, and cultural consequences related to language ideologies and practices. As for this study, Marxi an sociopolitical approach seems to be more aligned with the sociohistorical contexts and reveal the relationship between their lived multilingual experiences and their u nderstanding of teaching EBs. Their experiences and understanding could be subject to certain political agenda, driven by certain economic consideration, and saturated with certain cultural beliefs . For this reason, this study drew upon the Language Ideolo gies Framework by Bacon (2020), informed by Marxist theory which underscores the relationship between material (e.g., lived experiences and teaching practices ) and ideational (e.g., language ideologies) aspects of reality . T his framework could facilitate t he exploration of the relationship between the ideologies as a mediating mechanism , which are consistently developed , recursively shifted , and variedly performed from language experiences to teaching practices (Bacon, 2020). Theoretical Framework: Language Ideologies Framework Bacon (2020) develops the Language Ideologies Framework (Figure 2 3 ) for the purpose established on the premise that 

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45 are four phases in the Language Ideologie s Framework by Bacon (2020) , explained below. Phase 1: Lived o ntologies The first phase is lived ontologies. According to Bacon (2020), lived ontologies refer to a range of experiences that involve languages. In this phase, Bacon (2020) identifies three c ategories of experiences, which are personal language experiences, coursework experiences, and teaching experiences. He notes that these experiences are not the determinators of the ualization of languages, which could manifest their language ideologies in relation to teaching. Figure 2 3 . Language ideologies framework . (Bacon, 2020, p. 176) Bacon (2020) interprets personal language experiences experienc BMTCs in Jones et al. (1999) were encouraged by their parents to speak Spanish at home and in their community, which made them feel grateful for being biliterate to maintain their heritage identity. Their personal bilingual experiences nurtured their appreciation for bilingualism. 

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46 Coursework experiences refers to coursework experiences in the teacher education program and their past learning experiences in school based setti ngs (Bacon, 2020). To illustrate, the teacher education program in Weisman et al. (2007) nurtured a bilingual bicultural learning community where the Latinx BMTCs could speak Spanish freely for formal and informal communication, collaborative learning, and social network building. They experienced academic success in this community and felt encouraged to provide culturally responsive teaching to linguistically minority children. When the BMTCs in Miller (2017) reflected on their public schooling experiences , many recalled the feeling of being confused and humiliated when they first came to a mainstream English only classroom because their teachers failed to make language comprehensible or explained the classroom routines explicitly and clearly to them. They also felt inferior to their peers when they fell behind in content learning, because their teachers did not provide adequate language support related to the content area or give them more time to digest the learning content and work on the learning activit learning experiences in an English only classroom as an EB were intersected with what they learned from the teacher education program, which jointly built up their understanding of teaching that foregrounded accommodations and di fferentiated instructions to EBs. Teaching experiences include both full time and student teaching experiences, especially the experiences with EBs (Bacon, 2020). The teacher candidates in Mitchell et al. (2012) were involved into the Read Aloud Project t o work with EBs in their practicum teaching. In this background and read the book aloud to the EBs each week. They also needed to facilitate the e book, teach them the vocabulary in the book, and improve their comprehension of the book content. Mitchell et al. (2012) found that the teaching experiences in 

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47 Read l anguage development, enriched their knowledge about language teaching, and developed their multilingual experiences. I believe culture and language experiences were intertwined and integrated, which holistically consisted of their lived multilingual experiences. Phase 2: Pedagogical o rientations The second phase is pedagogical orientations , which l stances Bacon, 2020, p. 177) . Based on Kroskrity (2004), language ideologies are constructed through sociocultural experiences and then manifested in certain linguistic and discursive forms. In other word s , language ideology could be a mediator between our lived experiences and language practices. For t eachers, the development of their language ideologies is inseparable from the impacts of public discourses (Catalano et al, 2017) and their different personal schooling experiences (Expósito & Favela, 2003). Accordingly, language ideologies developed from lived experiences will shape their language practices in classroom (Farr & Song, 2011; Orzulak, 2015). As a mediator between sociocultural and their teaching pract ices with language diversity in classrooms. orientations, which are pedagogical confidence, agency, and language resource validation. Pedagogical confidence refers to the learners. Many BMTCs expressed their confidence to work with EBs because of their bilingual better mu tual understanding (Szecsi & Spillman, 2012) and relationship building (Weisman & 

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48 Hansen, 2008), and their personal histories as EBs for heightened empathy (Varghese & Snyder, 2018) and awareness of culturally responsive teaching (Morales & Shroyer, 2016). Agency language and content areas. Although they are becoming mainstream teachers, BMTCs are likely home languages and develop their bilingual abilities (Athanases et al., 2015; Linn, 2011; Varghese & Snyder, 2018). Language resource validation means that the teachers hold an asset oriented view of the h English only ideology is prevailing in the U.S. public education, Morales and Shroyer (2016) showed that the BMTCs could still be aware BMTCs are aware of the va lue of their languages as the resources which could be leveraged to support their teaching (Athanases et al., 2015; Linn, 2011; Szecsi & Spillman, 2012). Therefore, in this study, I expanded the scope of language resource validation to include not only the languages, namely an asset oriented view of their languages as resources for teaching. The expanded definition of language resource validation is more aligned with the p urpose of this teaching EBs. Phase 3 and 4: Filters and e nactment tr ideologies cannot be translated directly into teaching practices because of contextual factors, including content area relevance, perceived practicality, and policy interpretation. Content area 

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49 relevance indicates to what degree the general principles of language learning can be translated into content area teaching. Perceived practicality is determined by to what extent the teachers viewed themselves as langua ge teachers. This has been widely discussed in previous studies on BMTCs. Although they may not mention it explicitly, many BMTCs are willing to take the role l earning based on their own schooling experiences, during which they did not get sufficient linguistic support from their teachers (Athanases et al., 2015; Miller, 2017; Morales & Shroyer, 2016; Varghese & Snyder, 2018). Policy interpretation includes how the teachers interpret state and school educational policies. Although it is not discussed explicitly in the studies, the dominant monolingual English only ideology is constantly problematized by the BMTCs (Athanases et al., 2015; Maulucci, 2008; Miller, 2 017; Varghese & Snyder, 2018). This can classroom practices may not be perfectly consi stent with their explicitly proclaimed language ideologies (McGroarty, 2010). Implication to t his s tudy Overall, the Language Ideologies Framework is well aligned with my research purpose and can inform the exploration of the research questions. However, I use d this theoretical framework with different focuses and interpretations. For lived ontologies, I combined the , because language and culture are inseparable (Jiang, 2000) , which holis tically constitute the lived languages. This is a response to the 

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50 language and cultur e resources to empower their teaching with diverse learners (Athanases et al., 2015) . Rather than being limited to the filters identified by Bacon (2020), I kept an eye on detec ting other contextual factors that could influence the BMTCs to realize their language practices would be like in their future classrooms. Chapter Summary This chapter first review s the previous studies that examine d the lived experiences of the BMTCs in the United States. There are three recurring themes among these studies, which are cultural experiences and diverse language practices complicate their identity development, how their community attachment and family backgrounds influence their career choices, and how their multilingual and multicultural living and learning environments shape their teaching beliefs and practices. It showed that the third theme had been less explored lived multilingual experiences to reveal the construction of their language ideologies, which could presumably shape their understanding of teaching EBs. Identified with Marxian approach to language ideologies which emphasizes the relationship between practices and beliefs, this study drew upon the Language Ideologies Framework by Bacon (2020) as the theoretical framework, considering the research background and purpose of this study. Next chapter elaborate s ding of teaching EBs were studied methodologically. 

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51 CHAPTER 3 METHODOLOGY This chapter explicates the rationale for adopting an arts based approach to explore the introduces the mode of artistic inquiry for this study, language portrait, and illustrates why it is a n effective teaching, and then to manifest their language id eologies. The main body of this chapter details the profiles of the research participants, the processes of recruiting participants, the types of data collected, the rationales for collect ing these types of data, and the procedures of collecting and analyz ing the data. This chapter concludes with a positionality statement that defines my roles a bilingual speaker , a teacher educator, and an arts based researcher. Figure 3 1 represents the methodological principle of this dissertation study. 1 Figure 3 1. T he methodological principle of this dissertation study. Photo courtesy of author. 1 I painted this work in summer 1999, when I was eight years old. I copied the masterpiece by Qi Baishi, a well known Chinese brush painter who was excelled at drawing shrimps. His copying establish our own, but we cannot copy exac tly what others do to conduct our own research. 

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52 Arts Based Research This study is informed by arts based research which systematically uses artistic processes and expressions as the primary way of representing and unders tanding actions and experiences of research participants (Diamond & Mullen, 1999a; Leavy, 2017a; Lenette, 2019; McNiff, 2008; Compared with conventional research methods tha t are overwhelmingly dependent on linguistic based data (McNiff, 2017), arts to filter, organize, and transform experience into the meanings that make up and display our len, 1999a, p. 23) with artistic engagement. There are a wide range of art forms that have been used in artistic inquiry process, such as visual art (e.g., drawing and photography), sound art (e.g., radio), literary art (e.g., poetry and fiction), performi ng art (e.g., drama and dance), and other new media (e.g., virtual reality). Why Arts Based Research Arts based research is theoretically grounded in the seminal book , Art as Experience , by John Dewey. He noted that arts production is part of authentic ex perience (Dewey, 1934). The 2014). Dewey also asserted that t he production and interpretation of arts are connected. For this reason, both the artists and the audiences should be involved into creating new knowledge based on previous knowledge and experiences (Fordon, 2000). Therefore, arts based research is essenti ally participatory (Leavy, 2017b). The researchers are expected to be engaged into the making of arts with the arts creators as a way of inquiry (McNiff, 2017; Wang et al., 2017). The arts creators are valued as the collaborators with the researchers, who should be equally and 

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53 meaningfully engaged into the processes of creating, understanding, and reflecting on the arts expressions. Arts based research is epistemologically humble because it provides a means to contesting different truth claim s and generates more possibilities (Barone, 1995; Barone, 2008; Lenette, 2019; Rolling, 2017). This is suggested by the discussion about the differences between recognition and perception by Dewey (1934). He argued that recognition is a static understanding of t he object without considering the changes in time and context, while perception is to reconstruct what was happening by shedding the stereotypes and established schemes. What makes arts based research epistemologically inclusive is it welcomes different pe rceptions of the artwork while avoiding uniform recognition through creative ways of representing experiences, revisiting beliefs, and reconstructing new knowledge (Eaves, 2014; Fordon, 2000; Leavy, 2017a; Leavy, 2017c). Arts based research also makes it p ossible to collaborate with the knowledge holders from diverse backgrounds culturally safe research spaces, by fostering new forms of storytelling, and by incorporating effective knowledge (Lenette, 2019 , p. 33 ). This could facilitate their knowledge construction and heighten the empathetic understanding and critical awareness of other people (Barone, 2006; Barone, 2008; Bresler, 2017; Diamond & Mullen, 1999a; Fish, 2017; Leavy, 2017a; Mulvihill & Swaminath an, 2019). Arts based research is emancipatory (Barone, 2008). Every human activity is subject to power relations, and the way we view the world is shaped by the ideas and interests of people in authority (Sensoy & DiAngelo, 2017). Art is emancipatory bec ause it can free us from the fixed and dictatorial way of viewing the world to a large extent (Barone, 2008). Artefacts are . The artists have the freedom, 

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54 instrument, and platform to share the ir experiences in a wholesome and significant way (Eaves, 2014). Arts based research is especially convenient to represent the experiences that are hard to describe verbally (Cahnmann Taylor, 2008; McNiff, 2008), to construct knowledge from new perspective s (Eisner, 2008; McNiff, 2008), and to examine ourselves squarely (Diamond & Mullen, 1999b). The artistic representations are accessible to diverse group audiences (Cahnmann Taylor, 2008; Lenette, 2019; Wang et al., 2017) and provide rich resources for con versations (Bresler, 2017). In a word, arts based research affords a creative and inclusive way to represent and could democratize the research process and fac ilitate new knowledge construction. Arts In the recent decades, scads of scholars believe that arts based research can help identify, understand, and seek changes for the issues in education (Barone, 2006; Bar one, 2008; Cahnmann Taylor, 2008; Diamond & Mullen, 1999b; Eisner, 2008; Mullen, 1999; Mulvihill & Swaminathan, 2019). Some scholars have experimented arts based approaches to study the gs, and metaphors to track the teaching experiences of an early childhood educator and investigated her understanding of teaching. The research found that these arts based methods offered the participant teacher creative and meaningful ways to represent he r understanding and experiences. For example, managed and her intentions and values as a teacher. They also made the teacher realize the challenges and contr adictions in her program, such as the gaps between the school agenda and the classroom practices. 

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55 Culshaw (2019) guided 14 practicing teachers to share their struggles in teaching by means of collage followed by one on one structured interviews. She concl uded that such artistic experiences. The teachers felt comfortable and empowered to present and reflect on their unique experiences and challenge the take for gra nted understanding of struggling. Straka (2019) teaching practices and everyday lives. She encouraged the teachers to use poetic and artistic Therefore, arts based methods are promising in constructing a more diverse, complex, nuanced under They are especially helpful to represent multilingual experiences involving translanguaging practices , which are sometimes too fluid, dynamic, and holistic ( Garc a & Li, 2014; MacSwan, 2017 ) to be ve rbally or textually described . T herefore, this study adopted an arts based approach to facilitate the BMTCs to represent and reflect on their lived multilingual experiences to reveal the diversities and complexities of their experiences and generate new perspectives. Language Portrait T using the outline of a body silhouette (Busch, 2018; Coffey, 2015; Dress ler, 2014). It originates from the belief that languages could be physically experienced and emotionally evoking. As an interface between the inner and outer world of the language speakers (Schulz, 2005), language portrait bridges the bodily and emotional dimensions of their languages. Therefore, language 

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56 hence their language ideologies. Language portrait can afford the participants a wide range of semiotic devices (e.g., lines, shapes, icons, colors/color shades) at their disposal to visualize their languages. This frees the in the subject knowledge audit researcher who can actively recollect , interpret, and evaluate their language experiences (Busch, 2018; de Jager et al., 2016; Prasad, 2014). Language portrait has been demonstrated to be producti ve in furthering the reflection on linguistic repertoires, experiences , and identities. Bristowe et al. (2014) used language portraits to examine the linguistic repertoires and resources of a group of multilingual adolescents in Johannesburg, South Africa and investigated their identity construction, negotiation, and enactme nt. The participant adolescents were provided with blank body silhouettes, and they colored different areas of body to represent the languages, language varieties, or/and the ways of using the languages/language varieties. The colored body silhouettes were also accompanied with the written explanatory notes by the participant adolescents. The relationships between language and identity were further explored in the follow up semi structured focus group interviews and supported by background questionnaires an For data analysis, the researchers combined theme based multimodal discourse analysis and small story analysis. In their study, language portraits made it possible to illuminate the complexities of the multilingual ado 

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57 identity construction, integration, and performance. The researchers also found that language ideologies were saturated in all the conversations in the focus group interviews, which showed the va lue of language portraits in revealing language ideologies. Prasade (2014) investigated the linguistic and cultural identities of 26 elementary and secondary multilingual students in Toronto, Canada through language portraits. Other than coloring the body silhouettes, the participant students were also guided to document their daily experiences in and out of school via digital photography. In the follow up co facilitated group interviews, the students presented their language portraits, narrated their lang uage experiences, and reflected on their understandings of multilingualism. Prasade (2014) demonstrated the value of creative visual methods in engaging linguistically and culturally diverse children and youth in language education research by affording th em more resources and time to reexamine, reflect, and reconstruct their multilingual and multicultural experiences. In similar veins, Dressler (2014) explored the linguistic identity of young multilingual learners using a language portrait silhouette. She suggested that language portrait could also be a pedagogical approach other than a methodological approach to encourage and facilitate the students to discuss on their linguistic identity. As a pedagogical method, Hamman Ortiz (2021) laid out the steps to create language and culture portraits with students and explained how this their reflection on their beliefs and practices in a broader world. Language portr language experiences and histories. Coffey (2015) analyzed the language portraits created by the teacher candidates from England to explore their language learning experiences. He asked the teacher candidates to reflect on their language learning experiences and linguistic repertoires 

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58 first. And then he asked the teacher candidates to identify the emotions connected to each of the languages in their repertoires and color the bod y silhouettes accordingly. Coffey (2015) combined metaphor analysis and multimodal narratives of language learning in data analysis and concluded that language portraits were useful for teachers to reflect on their relationships with languages. Chik et al. (2019) used language portraits to study the language learning experiences and language histories of the teacher candidates in Sydney, Australia. The research team were hem into the language portrait project. multilingual life, to inspire personal narratives, and to initiate conversations, during which different language ideologies are con tested, varying linguistic dispositions are modified, and multifaceted linguistic identities are negotiated. In this study, language portrait is a powerful language ideol ogies via accompanying narratives and conversations. Participants The participants of this study were recruited from a two year teacher education program that prepare d them to teach in K 6 settings at a university in Southeastern United States. These tea cher candidates would be eligible to gain the professional certification in ESOL when they complete the program. In Fall 2022, there were three blocks of teacher candidates who were newly enrolled into the teacher education program. In their first semester , they needed to take the course called ESOL Foundations: Language and Culture in Elementary Classrooms . I was the course instructor of one of the blocks, and I recruited the participants from this block for the convenient and easy access to the participan ts (Tracy, 2020). 

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59 Before I started to recruit participants, I got the approval from the Institutional Review Board (IRB) of my institution on May 27, 2022 ( Appendix A ). In my first week of class, the teacher candidates in my block took the Language Profil e Survey through Qualtrics , which is also attached as Appendix B . This survey asked the teacher candidates about the language(s) they spoke, the proficie ncy of the language(s), how they learned the language(s), and their experiences in a foreign language environment. After the teacher candidates submitted the survey, I made a preliminary list of the potential participants ( Appendix C ; all names are pseudon yms ) based on the information they provided in the survey. I purposefully chose these potential participants who met the criteria for having bilingual/foreign language experiences , considering the research questions and the purpose of this study (Tracy, 20 20), The criteria for selecting these potential participants were: 1. They spoke a language other than English at home or learned the language mainly from their parents. 2. They had learned a language other than English and the proficiency of that language was above the Beginner level. 3. They had studied, worked, lived, and/or visited a place/places where a language other than English was spoken. There were seven potential participants who met at least two criteria listed above. After identifying the potential p articipants, I spent two months (from August 2022 to October 2022) getting familiar with them through their assignments and artifacts created in my ESOL course , which included but not limited to reading/video reflections, memos, language maps ( 2014), teaching position papers, and visualizations of language. These two months were also critical for me to build rapport with the potential participants. Other than the interaction and 

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60 discussion in class, I took the chance to have a casual ta lk with the potential participants after class, sharing my stories as a bilingual teacher, an international student, an amateur chef, and a friendliness, sincer ity, and passion and establish a trustworthy relationship with me, which would make them more comfortable and willing to open their heart, tell their stories, and share their opinions. By closely examining the assignments and artifacts and critically refle cting on our b ackground, such as their personalities, famil ies , hobbies, language use and cultural practices , schooling stories, practicum experiences, understanding of langua ge diversity, and political orientations. Based on my knowledge about the potential participants, I finalized the list and decided to recruit four participants: Belicia, Clara, Daniela, and Eralia (all pseudonyms) because of their rich experiences with di fferent languages and great passion about education. To present their profiles in a comprehensive while nuanced way, I followed Straka (2019) to sketch a visual representation for each of the participants incorporating what I knew about them from different sources. I integrated Language Profile Survey and the course assignments and artifacts to construct a visual profile for each participant since I first met the participants until this dissertation was completed. It was an ongoing process to sketch out the because my knowledge about each participant had been developing as I continued to work with them in my class and throughout this study. I was continuously retouching their sketches as I was collecting and analyzing data to represent their profiles in a multifaceted and complex way. Here are the brief introductions of each participant in accordance with my sketches. Belicia Belicia (Figure 3 2 ) was a junior when this study was being conducted. She was from arents were immigrants from Mexico, but she was born and raised in 

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61 the United States. She visited Mexico every few years with her parents. Belicia was raised in Spanish speaking household, and she learned English mainly from school. She was the only one th at had been placed in the ESOL program among the four participants. Belicia was fluent in both Spanish and English. Figure 3 2 . Clara Clara (Figure 3 3 ) was a junior when this study was being conducted. She was born and grew up originally from Puerto Rico. She primarily spoke English at home, but she spoke Spanish to the family members who only spoke Spanish. Her boyfriend had Cuban background, and she almost only spoke Spanish with her in law family. She had visited Spain once during her sophomore 

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62 summer vacation . As a Spanish English bilingual speaker, Clara claimed that her English was stronger than her Spanish. Figure 3 3 . Daniela Daniela (Figure 3 4 ) was a junior when this study was being conducted. She was from Netherlands, and she also had Spanish and German heritage. Daniela learned Spanish from her father who spoke Spanish to her at home, and she picked up some Dutch from her mother. She had visited Spain every few years since she was two years old, and she studied in Spain for six weeks in her sophomore summer. She retained Spanish but almost lost Dutch completely. She was a relatively balanced Spanish English bilingual speaker. 

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63 Figure 3 4 . Eralia Eralia (Figure 3 5 were originally from Jamaica, and they spoke American English and Jamaican Patois at home. She could understand AAVE because her sister learned AAVE from school and spoke it very often to her. Eralia grew up in a neighborhood with a large population of Hispanics in Broward County, Florida, where she was surrounded by both English and Spanish, and she took Spanish language classes from fourth grade to tenth grade. Eralia chose to learn Fren ch language starting tenth grade until the first year of college. She also dabbled in learning Arabic, Japanese, Icelandic, and Turkish with Duolingo. But Eralia was more confident saying that she spoke American English, Jamaican Patois, some Spanish and F rench. 

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64 Figure 3 5 . After finalizing the participants list, I talked to each participant in person one by one, introducing my research and inviting them to participate. After getting the oral permission, I showed the informed con sent form ( Appendix D ) to each participant and gave them one week time to consider. I recommended the participants to read each line of the consent form closely and invited them to ask questions during this period of time. Finally, all four participants fr om the finalized list agreed to participate in my study and signed the consent form. And then, the participants and I had a very brief meeting to schedule a two hour focus group interview on October 20, 2022, based on our common availability. After ensurin g the meeting time, I reserved the conference room in my department as the data collection site. Afterwards, I sent an email to each participant to highlight the time and location of our focus group interview meeting. I gave a 

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65 gentle oral reminder of our m eeting to the participants the day before the data collection to confirm their participation and make sure that they knew where the conference room was located. Data Collection The primary data for this study included the language portraits created by the participants and the accompanying video recorded focus group interview, the personal written reflections related to the language portraits, and the audio recorded individual follow up interviews. The following part explains how I collected each type of da ta. Language Portrait and Focus Group Interview (and Personal Written Reflections) Language portraits were accompanied with a semi structured focus group interview. These two types of data were collected simultaneously. The language portrait composing pro cesses and the focus group interview were video recorded to make it convenient to collect non verbal communication which could facilitate the subsequent data analysis process. They were also audio recorded to get high quality audios to facilitate transcrib ing processes. On the day of the focus group interview (October 20, 2022), I invited my partner to help me set up the room. We arrived at the conference room 30 minutes earlier than the scheduled time for the set up : 1. Devices and equipment. We put five cha irs in a circle around the table and removed the cables and devices on the table to leave more room for the participants and me. And then we set up and tested two stationary cameras from diagonal angles beside the table and tested two audio recording devic es. I checked up the equipment needed for creating language portraits, including pens, papers, markers, and made sure they were ready to use. I also made sure that I had enough copies of blank Language Portrait Silhouette ( Appendix E ). 

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66 2. Refreshments. To cre ate a relaxing and welcoming atmosphere, we prepared bottled water, tortilla chips, and tissues for the participants to help themselves. 3. Welcome. After setting up the table, we opened the door of the conference room and waited for the participants in the hallway to make sure that they could find the room and did not get lost. To ensure the confidentiality of the focus group interview, my partner left the room before the interview started. Language p ortraits It is one of the primary approaches to arts base d research design to launch a project where the participants can create arts, and the art pieces become data (Leavy, 2017a). As such, the primary data for this study are the language portraits created by the participants. I followed the steps to create la nguage and culture portraits laid out by Hamman Ortiz (2021) and incorporated the gems garnered from other arts based researchers to guide the participants to make their own language portraits: 1. Opening and welcome. The participants and I (the researcher) were seated in a circle. I invited the participants to help themselves with the refreshment. Afterwards, I asked for the oral permission for video and audio recording from the participants again (I highlighted this in the consent form) and ensured that eve ry participant was comfortable with it. After turning on the cameras and audio recorders, I welcomed the thanked the participants for their contribution and commitment to my study. And then, I reiterated the purpose of my study and invited the participants to ask any questions before we started. 2. Brainstorming. Each participant was provided with a pen and a piece of paper. They were asked to make a list of all the languages and cultures that were parts of who they were. And then they were asked to assign ea ch language and culture a color. 

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67 3. Composing. Each participant was provided a box of colored markers and a blank body silhouette ( Appendix E ) and instructed to color the body with the colors that corresponded to their languages and cultures based on how the y experienced them. Prior to drawing, the participants were shown some language portrait examples ( Appendix F ) from my pilot study as prompts (Mulvihill & Swaminathan, 2019) to demonstrate what they were expected to do with the language portrait and to avo examples when the participants were drawing their own language portraits in order not to display the ir languages (Hamman Ortiz, 2021; Medaille & Beisler, 2016). The participants were also welcomed to add written explanatory notes (Bristowe et al., 2014), and use metaphoric semiotic representations, such as shapes, symbols, flags (Dressler, 2014) to prese nt their linguistic repertoires and language experiences in a clear and wholesome way. 4. Timing. I did not set any time limit to the participants for their drawing activity. I was waiting quietly when the participants were drawing. It took 20 minutes for al l the participants to finish their work. To create the language portraits, the participants did not have to be skillful in arts (Diamond & Mullen, 1999a; McNiff, 2008). I did not prioritize the aesthetic quality of the my focus was on the symbolic and ideological meaning of the language portraits. So, I did not provide any evaluative comments on the language portraits of each participant. Focus g roup i nterview (and p ersonal w ritten r eflections) It is a critical issue t o translate the language portraits as a type of visual data into text based data to facilitate analysis (Leavy, 2017c; Leavy, 2020; Lenette, 2019; McNiff, 2008). This 

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68 requires the integration of image and text (Eaves, 2014). For this study, I invited the p articipants to describe, interpret, and discuss their language portraits (Busch, 2010) by conducting a semi structured raising, and deliberate discussion of topics brought forth by both parti right after the participants completed their language portraits. Focus group interview matches the participatory feature of arts based research because it enables the participants to pose questions and respo understanding of both the participants and researcher on the topic by engaging them in dialogue with others and support the co construction of knowledge (Roulston, 2010; Tra cy, 2020). Focus group interviews have been widely adopted in language portrait studies, and they have been demonstrated to be beneficial to facilitate the participants to discuss the issues related to language (Bristowe et al., 2014), to initiate insightf ul follow up questions from the participants for deeper conversations (Hamman Ortiz, 2021), and to help the participants make personal connections (Hamman Ortiz, 2021; Prasad, 2014). Some ethical issues were tackled before the focus group interview was conducted. First, to ensure the confidentiality of the information shared in the group interview. I informed the participants that I would keep the data collected this way confidentially and requested them to keep the information shared in the group interview private in the consent form. I emphasized this before the participants signed the form. I also made sure that the discussions and conversations in the group interviews did not includ (Roulston, 2010), such as immigration histories. Second, to creat e a safe environment for the participants to feel comfortable to share their experiences. Revisiting their experiences with different languages may cause strong emotions and feelings among the BMTCs. I had expected 

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69 that they might have negative schooling exp eriences growing up as EBs under the dominant English only ideology in the U.S. public education (Bacon, 2020; Barros, 2016; Fine et al., 2020; Seltzer et al., 2020; Skutnabb Kangas, 1996; Snow & Hakuta, 1992; Wiley, 2000; Wiley, 2014; Woolard & Schieffeli n, 1994). To attend to the vulnerability of the participants, I did not push the participants to talk, and paid close attention to the facial expressions, body postures, and emotional fluctuations of each participant during the focus group interview to mak e sure that the group discussions and conversations did not make them uncomfortable. The focus group interview was conducted as follows: 1. Built up the community. Trustworthy relationship between the participants and the researcher is the key to a productiv e focus group interview (McGrath et al., 2019). The participants would be more likely to be engaged into the group interview if they had known each other. They would feel more relaxed to share their thoughts and pose new questions. They would also show mor e interest in the experiences of the people they had known for a while. As stated previously, relationship building had started very early since I began to work with the participants in my class. I had interacted with them during class discussions, exchang ed opinions through course assignments and feedback, and had casual talks with them after class, which was very helpful for me to build up a sense of proximity with the participants (McGrath et al., 2019) before the focus group interview. After two month s tudying together in the same block, the participants had also got to know each other very well and established some connections with each other. 2. Set up the agenda. At the beginning of the focus group interview, I introduced the agenda of the interview to the participants. There were mainly two parts of this interview: first, individual narratives. Each participant provided a verbal description of their language 

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70 portrait; second, whole group discussion. The participants were engaged into a free talk about their language experiences, cultural practices, and their understanding of teaching and learning. 3. Verbally described the language portrait individually. The participants verbally described their language portraits one by one (Chik et al., 2019; Dressler, 2014). I was a facilitator for their personal narratives, who did active learning by asking clarifying questions, providing supportive feedback, paraphrasing unclear comments, and probing for more elaboration if necessary (Tracy, 2020). This ensured that t he verbal descriptions provided sufficient information that I needed to interpret their linguistic repertoires and reconstruct their language experiences. I used the Checklist for Verbal Descriptions as a part of Appendix G to guide this process. I also en couraged other participants to respond to each further explanation, such (body) part did you do first? Which color did you pick up first? ( By Eralia) . In t his part, the participants focused on presenting their linguistic repertoire and cultural identity and narrating how their languages and cultures had been played a role in their daily life. 4. Discussed the language portraits as a group. The participants we re scaffolded to discuss focus group interaction through producing informality, participation, and opinions (Puchta & Potter, 2004). Before the group discussion, I inform ed the participants of the topic of their discussion, which was how their multilingual experiences and competence had influenced their learning and would influence their teaching. I also noted that this part was a free talk, and they were welcomed to share experiences, make comments, and 

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71 ask questions without following any orders or formats. Due to the effective community building before the group interview , the group discussion went very smoothly. The participants were motivated and eager to talk. They wer e asking thought provoking questions such as ow do your parents feel about you becoming an educator? Do they know your motivations? Are they really proud of that? (By Clara) ; Which languages did you use for socialization at school? (By Eralia). Altho ugh I did not use a script to manipulate the group discussion to avoid formality, I used a checklist to guarantee their discussions were focused and related to the research questions. The checklist can be found in Part I of the Checklist for Group Discussi on attached in Appendix G. For example, the participants provided many vivid stories about how different languages and cultures had influenced their learning at school and at home, but they seemed to put less thought on teaching. Therefore, I asked them th e questions such as hat would you do to help the EBs learn in your class who speak a language you are not familiar with? group discussion. For example, to my know ledge and observation, Eralia tended to be too shy to join the discussion sometimes, so I asked her occasionally if she wanted to share thoughts, make comments, or ask questions if she had an intent to do so, such as her body leaning forward. I also asked follow up and clarification questions that oriented to what elicit the participa 

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72 languages to elicit the conversations that could allude to their language ideologies, such as ow do y ou view your bilingual and or multilingual competency as a teacher candidate? The potential follow up and clarification questions are included in Part II of the Checklist for Group Discussion attached in Appendix G. The participants were allowed to cont inue to work on their language portrait when they Belicia and Daniela made some addition to their language portraits because other them recollect more of their lived multilingual experiences and changed the way they made sense of these experiences. Improvisation is at the heart of arts based research because artistic processes are uncertain, fluid, and full of sentiments and emotions (Sajnani, 2012). I encouraged improvisation during the group within the group (Sajnani, 2012, p. 83). 5. Personal reflections. After the focus group interview, the particip ants wrote a personal reflection on their language portraits and the conversations around them to gather more of their subjective perspectives. This could better serve the purpose of this study ption of their language experiences and their understanding of teaching EBs. The prompt questions are included in the Part III of the Checklist for Group Discussion attached in Appendix G. T o give the participants more time to reflect and plan their writing, I did not ask them to finish the written reflections immediately after the focus group interview. I reminded the participants to send me the reflection within three days by email ( Appendix H ) after the focus group interview so that they could writ e down their most fresh as well as deep 

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73 thoughts and ideas. I finally received all the personal reflections from the participants by October 23, 2022. Individual Follow Up Interviews The individual follow up interviews with each participant were conducted after I completed the transcribing of focus group interview through Sonix AI and the second round of data analysis (More details are provided in the Data Analysis section). The individual follow up erpretation and clarification of the key aspects they addressed in the language portraits, the focus group interview, and the personal written reflections (Roulston, 2010). The individual interviews also provided a private space for the participants to sha re the experiences and thoughts that they felt less comfortable to expose in front of their peers. This was to protect the vulnerability of the participants. The Individual Follow Up Interview Protocol for each participant could be found in Appendix I . Eac h protocol was adjusted and individualized based on the language portrait, the focus group interview, and written personal reflection by each participant. In addition to the primary data, I included the information from the Language Profile Survey and the assignments and artifacts I collected from my ESOL course, which served as the supplementary data that could support the understanding and interpretation of the primary data. Collecting different types of data is very common in arts based research because it can represent & Mullen, 1999b). This can also facilitate triangulation in data analysis to boost the rigor of this study (Eisner, 2008; Mullen, 1999). Before the individual follow up interview, I personalized the Individual Follow up Interview Protocol for each participant based on the first round of data analysis (More details are provided in the Data Analysis section). These personalized protocols are includ ed as parts of 

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74 Appendix I. Due to personal situations, only Clara took the individual follow up interview via zoom on November 9, 2022, while others took the interviews with me personally in my office (Belicia on November 9, 2022, Daniela on November 17, 2 022, Eralia on December 1, 2022). The individual follow up interviews were audio recorded for the convenience of the afterwards transcribing through Sonix AI. Informal Communications Informal communications provided supplementary data to facilitate the in terpretation of the primary data. I kept in touch with the participants via emails and text messages when I was collecting and analyzing data. Through these informal communications, I kept the participants updated about my research progress. As the co rese archers of my study, the participants could provide me with the clarifications and elaborations that I needed to interpret the data and composing the findings. For example, I asked Belicia for a visual illustration for her Spanish household via text messag were many Spanish and English items, as Figure 3 6 shows. Figure 3 6 . A screenshot of text message with Belicia . Photo courtesy of author. 

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75 After data collection, I invited all the par ticipants out for a lunch together on December 10, 2022. During the lunch, I continued to pay attention to their casual conversations and collect the information that was helpful for my data analysis. For example, when the participants were chatting about their academic life in college, Daniela and Eralia recalled how their course instructors were particular about the language choices in their English speaking and writing, which lowered their self esteem and intensified their learning anxiety . This could be the supplementary data to understand teaching (more details in Chapter 4 ) . To show more clearly, Table 3 1 lists all types of data I collected for this study. Table 3 1. Summary of collected data Types of data Description of data Quantity of data Language portraits Visualization of linguistic repertoires n=4 (One per participant) Focus group interview G roup interview based on the language portraits 115 minutes Personal reflections Written reflections on the language portraits and the focus group interview n=4 (One per participant) Individual follow up interviews Fine toning the transcription of focus group interview Clarification and follow up questions Ask for suggestions on the visual profiles M ember reflection Belicia: 30 minutes Clara: 35 minutes Daniela: 25 minutes Eralia: 34 minutes Informal communications Emails and text messages to ask for clarifications, elaborations, and illustrations Lunch gathering Photos Photos: n=7 (Three from Clara, two from Eralia, one from Belicia, one from Daniela) Casual conversations: 100 minutes Language profile survey Questionnaire about the languages they spoke, the proficiency of each language, how they learned each language, etc. n=4 (One per participant) 

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76 Table 3 1. Continued Types of data Description of data Quantity of data Course assignments and artifacts Reading reflections n=32 (Eight per participant) Video reflections n=12 (Three per participant) Language maps n=4 (One per participant) Memos n=8 (Two per participant) Teaching position papers n=4 (One per participant) Visualizations of language n=4 (One per participant) I embarked on data analysis after I conducted the focus group interview and collected the personal written reflection on the language portrait. The individual follow up interviews were integrated into my data analysis procedure which is discussed in detail in the following section . Data Analysis Different types of data were analyzed in different approaches but holistically. For the primary data, I used the three tiered approach to analyze the language portraits and conducted critical discourse analysis on the focus group interview, the personal written reflections, and the individual follow up interviews. For the supplementary data, I incorporated the Language Profile Survey and the course assignments and artifacts into the interpretation of the primary da ta. To increase the efficiency of this process, I used the visual profiles I created for each participant as the guideline to capture the highlights of the supplementary data. Once I selected a highlight, I would go back to the original work to get more de tails to support my analysis of the primary data. Lastly , the primary data and supplementary data were triangulated to increase credibility, thus boosting the rigor of this study (Eisner, 2008; Mullen, 1999). Three Tiered Approach to Language Portraits La nguage portraits were analyzed in conjunction with the focus group interview. Culshaw (2019) summarizes three main approaches to image analysis: structural, layered, and/or 

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77 semiotics. I adopted the three tiered (layered) approach to analyze the language po rtraits in this study. There are three levels of analysis in the three tiered approach. The primary level analysis is descriptive, which focuses on the factual and expressional representations of the image. Basically, this level of analysis is to literall y describe the content and colors used in the language portrait. For example, what color was used for which part of the body silhouette of the language portrait. I conducted this level of analysis by closely looking at each language portrait and taking not es on every single element of each language portrait in my data analysis journals. The secondary level analysis is representational, which delves into more abstract and conceptual meaning of the image. This level of analysis aims to reveal the significanc e of the content and colors used, and the placement of different added elements if applicable. For example, why a particular color was used for a particular part of the body silhouette of the language portrait to represent a language/language variety. I co nducted this level of analysis with reference to the verbal descriptions of the language portraits by the participants in the focus group interview. I incorporated the secondary level analysis into my reconstruction of the experiences. The tertiary level analysis is interpretational, which seeks for the meaning that the image ures and aims to shed light on the symbolic and ideological indications of the language portrait. For example, what elements in the language description of their language portraits and what this might indicate. I compared the analyses at the primary level and secondary level to sort out what needed to be further explored with the 

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78 participants in this level of analysis. I invited the participants to join me to work out the meaning of these elements in the individual follow up interviews. To summarize, Table 3 2 shows how the language portraits were examined at each level of analysis. The three experiences and then lay a foundation for interpretating their understanding of teaching EBs. Table 3 2. Three tiered approach to language portraits. Adapted from Coffey (2015) and Purkarthofer & De Korne (2020) Primary level Secondary level Tertiary level What color was used for which part of the body What elements (e.g., shapes, symbols, flags) were added Where the added elements were placed (e.g., inside or around the body) What texts were used (if so) How the texts were presented (e.g., l abels, headings, speech bubbles) Why a particular color was used for a particular part of the body What was the meaning of using a particular color for a particular part of the body What was the meaning of the added elements Why the added elements were pla ced in certain ways What was the meaning of the texts (if used) What was the function of the texts (if used) What elements of the language portraits (e.g., colors, shapes, symbols, flags, texts) were not explained by the participants What was the semantic and/or semiotic meaning of these elements What patterns of the usage of metaphorical devices were shown (e.g., repetitive use of symbols identified with a certain culture) What was the semantic and/or semiotic meaning of these patterns Critical Discourse Analysis The focus group interview, personal written reflection, and individual follow up interviews were integrated and examined through critical discourse analysis (Wodak & Meyer, 2009), which is distinct for its critical perspective that focus es on the power relations in social events (Fairclough, 2012). Inspired by Marxist theory, Norman Fairclough premiered critical language studies which draw upon critical discourse analysis to examine the role of language and ideology in the reproduction of power relations in capitalist societies (Collins, 1999). Critical group or class at the expense of marginalized groups, by means of disinformation and 

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79 misreprese Green, 2004, p. 293). From a critical linguistic perspective, ideologies stem from take for granted assumptions which are prescribed by the dominant group and dictate what people say and think to interact with s ociety (Simpson, 1993). Therefore, critical discourse is well aligned with the Language Ideologies Framework grounded in Marxist theory and thus useful to understand language practices and reveal language ideologies. Critical discourse analysis aims to un ravel how the discourse perpetuates and exemplifies social domination and submission through linguistic categories, such as actors, mode, time, tense, and argumentation (Wodak & Meyer, 2009). For this study, critical discourse analysis is very helpful in p resenting how different language ideologies coexisted, contested, and negotiated their understanding of teaching EBs. I drew upon the three stage approach proposed by Fairclough (2001) to inform the critical discourse analysis. According to Fairclough, the first stage is description of the text. This stage is to literally describe the formal properties of the text. For example, what vocabulary the participants used t o discuss about EBs and bilingualism. Figure 3 7 . An example of critical discourse analysis at the first stage . 

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80 As Figure 3 7 shows, Belicia referred to oriented view of her bilingual competency to be a teacher. The second stage is interpretation of the text. This stage is concerned with the relationship between text and interaction. It sees the texts as a process of production which could be a resource for interpreting the interaction process. For example, what the participants said about their multilingual experiences had been changed during the course of the interaction with others. A t the beginning of the focus group interview, Clara took bilingual education for granted because she was from Miami, where everyone was bilingual and bilingual education programs were very wel l established in public education. But as more participants shared their experiences States, which had an urgent call for quality bilingual education for EBs. Figure 3 8 is an episode of how Clara came to view her educational experiences in a different way. The group discussion reminded Clara of her experiencing language hierarchy in her college, her visit to Spain, and her practicum teaching , which spurred her to examine the dominant language ideologies in public education and a broader society that privileged a particular variety of language. Figure 3 8 . An example of critical discourse analysis at the second stage . 

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81 The third stage is explanation of the text . This stage explores the relationship between interaction and social context. It aims to unearth the social determinants that underlie the interaction and interpretation. For example, what the concepts/vocabulary that recurred in the group discussions/con versations indicated. In the focus group interview, the most frequently used word by (10 times) (5 times) . The recurrence of these words in their speech could suggest their educational philosophy. Chapter 4 further elaborate s teaching methods. To sum up, Table 3 3 exhibits how the interviews and the reflections were examined at each stage of analysis. Table 3 3. Three stages of critical discourse analysis Adapted from Fairclough (2001) and Wodak & Meyer (2009) Description of t ext Interpretation of t ext Explanation of t ext What idioms, sayings, clichés, vocabulary, metaphors, and styles were used in the focus group interview, in the personal written reflection, and in the individual follow up interviews What non verbal signals (e.g., tones, pauses) were used by the BMTCs during the focus group interview and individual follow up interviews What the BMTCs said about their multilingual experiences had been changed during the course of the interaction with others What strategies the BMTCs used to participate in the focus group interview (e.g., language experiences with The collective symbolism in language use (e.g., the metaphors/symbols that were commonly used in the focus group interview) What the ideological characters were behind the linguistic features and interaction dynamics of the focus group interview This guideline was used to identify the explicit and implicit language ideologies that were signified through particular linguistic features and interaction dynamics (Ajsic & McGroarty, 2015; Huang, 2016) across different types of data. With the Language Ideologies Framework by 

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82 barriers to implement their language ideologies in teaching practice, and their understanding of teaching EBs. Research Methods and Theoretical Framewo rk The Language Ideologies Framework by Bacon (2020) guided the data collection and analysis processes throughout this study. It suggested what data I needed to collect and what aspects the data analysis was focused on. Table 3 4 illustrates how the collec tion and analysis of different sources of data corresponded to the elements of the theoretical framework. In the first round of data analysis, I mainly focused on the language portraits, focus group interview, and personal written reflection. I started fr multilingual experiences and used the three types of experiences in Phase 1, namely personal language experiences , coursework experiences , and teaching experiences , to categorize each ted to different languages. And then I moved to compile the participants were teacher candidates rather than full time teachers, their understanding of teaching EBs was mo stly reflected from their practicum teaching experiences and envisioned teaching practices. So other than pedagogical orientations, their reflection on their practicum teaching experiences and their proposed teaching practices should be considered as their understanding of teaching EBs as well. Filters affect the translation from pedagogical understanding of teaching EBs. Therefore, I used the categories of Phase 2 a nd 3 in the Language Ideologies Framework (Bacon, 2020) to interpret what the participants reflected upon and proposed to do in terms of 

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83 categories of these ph ases, I would create a new category at a particular phase to best represent their meanings. Table 3 4 . Research method and theoretical framework Elements of theoretical framework Sources of data Foci of data analysis Lived ontologies Personal language experiences Language portraits Focus group interview Personal written reflections Individual follow up interviews Informal communications Language profile surveys Course assignments and artifacts Which languages the participant could speak When/wh ere/how the participant learned their languages When/where/how the participant used their languages for what reason How different languages daily life How the participant use d their languages in their learning How the participant use d their languages in their teaching (if applicable) Coursework experiences Teaching experiences Pedagogical orientations Pedagogical confidence Language portraits Focus group interview Personal written reflections Individual follow up interviews Course assignments and artifacts How the participant viewed their bilingual competence as a mainstream teacher candidate How the participant positioned their bilingual competence in their teaching Agency Whether and how the participant included different languages in their teaching How the participant would language in their teaching Language resource validation How the participant use d their languages in their learning How the participant viewed the learning How the participant viewed their bilingual competence as a mainstream teacher candidate How the participant positioned their bilingual competence in their teaching 

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84 Table 3 4. Continued Elements of theoretical framework Sources of data Foci of data analysis Filters Content area relevance Focus group interview Personal written reflections Individual follow up interviews Course assignments and artifacts What the participant suggested about how to teach EBs How the participant would language in their teaching Whether and how the participant would include different languages in their teaching What the participant had done to teach EBs (if applicable) Per ceived practicality Policy interpretation Enactment (Practice) Focus group interview Personal written reflections Individual follow up interviews Course assignments and artifacts What the participant suggested about how to teach EBs How the participant would language in their teaching Whether and how the participant would include different languages in their teaching In the second round of data analysis, I first incorporated the content of the Language Profile Survey , the course assignments and artifacts into my data analysis journals as side notes. up interview protocol to seek for further clarifications and elaborations from them. After the i ndividual follow up interviews, I complemented my journals and refined my notes by incorporating the additional information from each participant. In the third round of data analysis, I incorporated the data from informal communications to fine tone my da ta analysis journals and notes by adding the supporting statements and illustrative examples related to their understanding of teaching EBs. After this round of data 

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85 iences and their understanding of teaching EBs. Figure 3 9 . A screenshot of data analysis journals and notes . In the data analysis journals, I coded the content in the color that responded to the language portrait by each participant. For example, I cod ed what Belicia reflected on her experiences with Spanish language and Latino culture in green and her experiences with English and American culture in blue. This alignment in color use made it more convenient for me to identify the information when I was Additionally, I included the timecodes of the focus group interview and individual follow up interviews to facilitate the locating of information. I noted the data sources such as personal written reflection, Language Profile Survey , and the course assignments and artifacts. Moreover, I kept a record of my feelings and reflections when I was analyzing data. To accurately present the subtlety and complexity of my feelings and interpretations, I some times to switched to Chinese if it was the language that came to my mind first. As a bilingual speaker myself, I was an advocate and a practitioner of translanguaging practices to use my entire l inguistic repertoire 

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86 flexibly and functionally to make meanin g and construct knowledge. Figure 3 9 is a screenshot of my data analysis journals and notes for Belicia as an illustration. experiences and their understanding of teachi ng EBs. Again, the Language Ideologies Framework (Bacon, 2020) served as the outline that structured the way I presented these findings in Chapter 4 (Findings). Credibility e research reflection with the participants (Tracy, 2020). In this study, the Language Profile Survey and the course assignments and artifacts were incorporated into the analysis on the primary data to multilingual experiences and facilitate the interpretation of their understanding of teaching EBs. These supplementary data supported and interrogated the claims I made based on the analysis on experiences and their understanding of teaching EBs through the pursuit of consensus from the parti cipants (Carspecken, 1996). In a word, the primary data and supplementary data were this study. However, the purpose of data triangulation was far from seeking for the convergence across different sources of data to reach the same conclusion because there was no single way of constructing knowledge (Tracy, 2010). I particularly probed in to the divergences that emerged from different experiences and the subtleties of their understanding of teaching EBs. During the individual 

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87 follow up interv iew, I encouraged each participant to explain the inconsistencies in what they were saying across the focus group interview, the personal written reflection, the Language Profile Survey, and the course assignments and artifacts. For more details, please se e Appendix I . During data analysis, I also did member reflection with the participants as the co researchers to complement, critique, and refine my reconstruction of their lived multilingual experiences and interpretation of their understanding of teachi ng EBs (Roulston, 2010). The findings, and providing opportunities for questions, critique, feedback, affirmation, and even was to invite the participants to be engaged into the research design and data analysis. During the individual follow up interviews, I invited each participant to brainstorm how we might want to retouch the original language portraits after the dialogues a nd reflections, and how we might further embellish the visual profiles I created for their understanding of teaching EBs (Chapter 4 Findings ), I sent each part to the corresponding participant via email for any feedback, comments, and critiques on my representation of their experiences and my interpretation of their understandings ( Appendix J ). Figure 3 10 . A screenshot of in text comments by Clara . 

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88 Clara (Fig ure 3 10 ) and Eralia (Figure 3 1 1 ) provided in text comment s, while Belicia (Figure 3 1 2 ) and Daniela (Figure 3 1 3 ) sent summative feedback via email, and then I incorporated their explanations, clarifications, and corrections into my writing. The responses from the participants were valuable to provide new insights, supplement new information, and rectify misinterpreta tions, thus increasing the credibility of the study (Tracy, 2020). Figure 3 1 1 . A screenshot of in text comments by Eralia . Member reflection with the participants was particularly valuable in arts based research because artistic expressions are asymmetric power relations between the researcher and the researched and democratize the research proces s (Carspecken, 1996). Figure 3 1 2 . A screenshot of summative feedback from Belicia . 

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89 Figure 3 1 3 . A screenshot of summative feedback from Daniela . Validity Arts based research requires interpretative validity because it is very likely to have multiple i nterpretations of one piece of artwork. It is imperative for the arts based researchers to seek for various interpretations to avoid ruling out any possibilities (Rolling, 2010). To enhance the interpretative validity of this study, I resorted to peer debr iefing throughout the data analysis processes (Leavy, 2017c). One of the peers was my life long partner , Jie Li . She earned a Ph.D. degree in ESOL/Bilingual Education, and she had extensive working experiences with the EBs in the United States and the main stream teacher candidates in China and the United States. She was a researcher and practitioner in teacher education. She was a multilingual speaker in Chinese Mandarin, Handan Dialect, and English. I invited her for a discussion on the language portraits and we were involved into heated debates on different interpretations. These critical discussions provided me with multilingual experiences and language ideologies. I agreed with C oladarci (2007) in that if a claim that could withstand the attempt to be falsified, the claim was more likely to be warranted. For example, in my first draft of Chapter 4 (Findings) , I included a paragraph to describe my intuitive feelings on each language portrait. For Belicia (Figure 4 2 ), I think her language gave me a feeling of hope, joy, and harmony including my interpretations of the language portrait. She argued that my interpretations were too 

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90 subjective and biased. first impression on aggressiveness, because it looked like a cactus to her. She felt that the short blue lines all over the body were like the thorns to protect herself from the ou tside world. I found her interpretation reasonable and could not convince her. I also agreed with her that my interpretations jarred with Therefore, I removed my interpretations and kept them in my data analysis journals and notes as a record. Another peer was my bosom friend , Yuqi Cai . She studied Arts Management in college ESOL program director at a charter sc hool in New York City when this study was being conducted. She was a multilingual speaker in Chinese Mandarin, Shanghainese, Cantonese, and English. She provided me with her interpretations on each language portrait from her perspective as an artist and an ESOL professional. I kept contact with her via text message throughout the data analysis process, as shown in Figure 3 1 4 . Her expertise in arts complement my limited ions the meaningful elements for analysis. I also listened to the interpretations of the language portraits by my parents, who were monolingual Chinese Mandari n speakers and specialized in chemical engineering. Their language and professional background had nothing to do with this study, but they provided novel as a professional insider. This could be the greatest advantage of arts, which are accessible to the audiences of diverse backgrounds. The audiences out of my specialization could keep me p. 571), thus the 

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91 subjectivities, assumptions, and biases that could be neglected by insiders. Therefore, the experiences and my exploration of their language ide ologies in a well supported manner (Carspecken, 1996). Figure 3 1 4 . Photo courtesy of author. Figure 3 1 5 . A screenshot of the peer debriefing feedback from Mr. William Dunn . 

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92 After I revised Chapter 4 Findings according to the feedback from the participants, I invited both an insider and an outsider to review my manuscript. My partner was the insider who sat beside me, read the chapter line by line, and discussed with me heated ly about to improve the logic, clarity, and structure of this chapter. I was so honored to invite an external reviewer, Mr. environmental sciences. He provided const ructive feedback and extraordinary suggestions on the findings chapter (Figure 3 1 5 ), which helped me improve the structure and layout of this chapter to make it more coherent and accessible to the readers. To put it simply, the data analysis processes fo r this study are summarized in Table 3 5 . Table 3 5 . Data analysis processes Types of data Analyses of data Triangulation of data Language portraits Combined for three tiered analysis Integrated to reconstruct the multilingual experiences, to identify their language ideologies, and to interpret their understanding of teaching EBs Complemented the reconstruction lived multilingual experiences, the identification of their language ideologies, and the interpretation o f their understanding of teaching EBs Refined the reconstruction of the lived multilingual experiences, the identification of their language ideologies, and the interpretation of their understanding of teaching EBs Focus group interview Combined for critical discourse analysis Personal written reflections Individual follow up interviews Language profile surveys Course assignments and artifacts Informal communications Positionality My own experiences as a language minority student sowed the seeds for my research interest. I was raised by my grandparents who had strong southern China accent which I grew up 

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93 with. When I was six, I moved to Beijing, the capital city of China where stand ard Chinese Mandarin was spoken, to live with my parents. I was shocked on my first day at school in Beijing because my accent was too distinct from standard Chinese Mandarin to be unnoticed. I was mocked by my classmates and my home teacher asked me to wa tch my accent. It was the first time that I felt marginalized just because of my unique way of speaking. Suffering from isolation and frustration, I spared no efforts to get rid of my accent and learn to speak standard Chinese Mandarin to fit into the new environment. Now, it is easy to identify that I am a Beijinger because of my fluent Chinese Mandarin with a subtle hint of Beijing accent , but I am generation immig rant Beijinger) has been continuously contesting with my original identity (a descendant from a family with South China heritage). I feel so sorry that I lost my heritage language which could have empowered me and strengthened my identity. seized me again when I started to teach English in the United States. I studied TESOL at the University of Pennsylvania, but I felt under qualified to be a n ESOL teacher because of my accent of speaking English. But after working closely wi th the Chinese immigrant students during ESOL practicum experiences, I came to realize how valuable my language skills and culture experiences were to provide appropriate linguistic support and I witnessed many Chinese immigrant children struggling due to the different languages they spoke, the different cultures they valued, and the different lives they led. Their experiences resonated to my own childhood experiences. Thus, in my ESOL classroom, I tried to create a safe and inclusive learning environment so that they could feel free to speak the way they wanted and to share their cultures and experiences they treasured. I made my classroom a haven for them to demonstrate their identity and pride. I 

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94 learn. The working experiences with the Chinese immigrant stud were reliant on me because I could communicate with them effectively. I took the responsibility to translate the weekly newsletters into academic performance through phone calls and text messages, and to contact the parents if the students encountered any incidents. I could empathize with the hardship they were suffering in this new country . Until then did I recognize the benefits for the language minority students to have a teacher with bilingual and bicultural backgrounds. These experiences nurtured my dedication to advocating for linguistically and culturally diverse students, especially EBs, by promoting their languages and cultures in mainstream classroom settings. In my Ph.D. study, I have been working with many BMTCs, but very few of them had the awareness of taking advantage of their bilingual and bicultural experiences to meet the d iverse linguistic and cultural needs of the students in their practicum classrooms. Therefore, as a teacher educator, I feel obligat ed to help the BMTCs to reflect on their bilingual experiences, to examine their linguistic repertoires, and to leverage the ir language resources so that they can provide linguistically and culturally appropriate education for the EBs. In my research, I identif ied myself as a facilitator more than an instructor to the BMTCs. The relationship of the BMTCs to me is not a typical student instructor one, which is unidirectionally subservient (Bain, 2004). Instead, I established rapport with the BMTCs and collaborated with them to reconstruct their multilingual experiences and reexamine their understanding of teaching EBs. 

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95 For examp le, during the member reflection, Belicia , Clara and Daniela indicated that I was very good at presenting their translingual practices precisely in the text , which they found hard to describe verbally and make monolingual speakers understand . As a bilingual speaker, I ha d the firsthand experiences of how different languages we re working holistically in my personal and academic life. In the focus group interview, I shared with the participants that I automatical ly turn ed to Chinese to process and analyze problems in my mind, even though the problems were input and needed to be solved in English . All the participants felt resonated with my experiences, and we believed that we c ould skillfully select the best langu age resources for us to solve the problems in the most effective and efficient way . This conversation also repertoires into classroom teaching to scaffold their thin king. Arts had been playing an important role in my childhood. Since I was six, I had been practicing Chinese brush painting for seven years. I started to practice Chinese brush painting immediately I moved to Beijing because I found painting could create a space for me to express myself freely without constraints. On Friday and Sunday afternoons, I would spend two hours on Chinese brush painting. I felt safe to show my uniqueness and creativity without worrying about being judged because they were the val uable qualities that were treasured in the world of arts, completed a piece of Chinese brush painting of lotus for exhibition and I was very satisfied with my work. However, I accidentally dropped the brush pen with red ink on the paper and it left a glaring red brush mark in the middle of the paper. I was so frustrated with my negligence and almost cried. My Chinese brush painting teacher came to me and took a look at my work. He 

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96 surprised to find that my artwork was exhibited at the center of the arts show. My teacher told me that there was no right or wrong way of painti ng, and there was no perfect artwork. The point of painting was to show how we perceived the world in an aesthetic way. Therefore, I truly understand the value of arts in liberating our minds and facilitating knowledge construction. As an arts based researcher, I respected every piece of artwork created wledge, and beliefs. I invited the BMTCs to be the co researchers and shared the power with them to co construct their language experiences and to co create the knowledge of their educational beliefs and teaching practices with EBs. Used to be a painter, I was very sensitive to the selection of colors/color shades in terms of meaning making. I believe that different colors/color shades could be associated with different emotion s by the participants due to their different cultural background (Kaya & Epps, 2 004). When analyzing represent her Black identity , which seemed to be inconsistent between the color and the representation. I felt she may have some considerations on this color s election, so in the individual follow up interview, I invited her to further explain why she selected brown to show her Black identity (Appendix I ). Eralia added that brown was closer to her actual skin color, which was a more precise representation of her appearance. She also wanted to use brown to emphasize her individuality as a Jamaican American, who had a unique cultural profile compared with other Black Americans. I believe that my sensitivity to recognize and identify the meaningful artistic elements in visual arts could experiences and excavate more aspect s of their understanding of language and culture. 

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97 In this study , I created a visual profile for each participant as part of the artistic inquiry to present their background, experiences, ideologies, and personalities. instructor, I had the privilege to access to their course assignments and artifacts and communicate with them in formal and informal contexts , all of which c ould provide valuable supplementary data for me to have a diverse, complex, nuanced understanding (Barone, 2008) of their multilingual experiences and language ideologies. As an arts based researcher and a painter, I decided to use arts to continuously pol ish the profile of each participant . The visual profiles served as a backdrop against which to construct a deep and thorough knowledge about the language experiences, language ideologies, and teaching practices . I also invited each participant to join my creati ng of their visual profiles. In this process, the participants were guided to view themselves from a different perspective. For example, Be licia was glad that I could be another important part of her cultural identity. In a word, in my research, I was an insider bilingual speaker , a teacher educ ator, and an arts based researcher. The complexities of my positionality preserved my empathy, commitment, and advocacy for the BMTCs and the EBs. As an insider, facilitator, and co researcher within each status respectively , my experiences, knowledge, and perspectives contributed to the understanding of the problems and navigated how the research was conducted. Chapter Summary T his chapter explains how I used arts multilingual experiences and their underst anding of teaching EBs. It first elaborates on why I chose arts based approach and its significance in educational research with theoretical and empirical evidence. And then this chapter introduce s language portraits, the mode of artistic inquiry used in t his study , and reviews how education researchers have used language portraits in 

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98 the study of language experiences and language ideologies. Afterwards, this chapter describe s the procedure of recruiting the participants, present s the types of data that wer e collected and how they were collected, detail s the procedures of analyzing the data , and explicate s the role of Language Ideologies Framework in data collection and analysis. It also illustrates the mean s to improve credibility and validity of th is study . This chapter is ended with my positionality statement which addresses the complexities of my roles as an insider EB, a teacher educator, and an arts based researcher . 

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99 CHAPTER 4 FINDINGS their personal, academic, and professional lives based on their language portraits. Guided by the Language Ideologies Framework (Bacon, 2020), this chapter also prese understanding of teaching EBs at the conceptual and practical levels. For each participant, I reported their description of their language portrait and unfolded their narratives of their lived multilingual experiences. And then , I compiled t from their pedagogical orientations and proposed teaching practices in their future classrooms, in consideration of the contextual factors. Figure 4 1 represents how I approached to each life sto ries and teaching practices . 1 Figure 4 1. practices. Photo courtesy of author. 1 I painted this work in October 2000, when it was the chrysanthemum season in China. In this piece of work, I presented the chrysanthemums from different angles and in different states, so each chrysanthemu m flower was perspectives drawing upon different data sources to highlight the nuanced uniqueness of their lived multilingual experiences and understanding of teaching. 

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100 B ELICIA Figure 4 2 . Language portrait by Belicia . 

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101 uage Portrait and Lived Multilingual Experiences Belicia used the green dots to represent her Spanish language and Hispanic/Latino culture and blue lines to represent her English language and American identity. She chose green because she was thinking of t he national flag of Mexico, where her parents were originally from. Likewise , she chose blue because she was thinking of the national flag of the United States, where she was born and grew up. She thought of red as well, but green and blue were the colors that only existed on one of the flags , respectively. Belicia explained that she used dots to create a in her (Focus group interview). The lines outside the body formed a layer that made people only see up interview). English wa s Visible and Came First Belicia started from drawing the blue lines along the body outline, because that was how people perceived her a said in the focus group interview. She shared the experience with a car salesman who was without any accent and grammatical errors (Individual follow up interview). In her personal life, and earned her the membership of the standard English speaking community (Philips, 2015). This reflected the monolingual ideology in the U.S. society that group membership wa language proficiency in standard English, while their bilingual proficiency and bicultural background we re largely ignored (Farr & Song, 2011). Spanish language proficiency 

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102 and Hispanic/Latino background wa s like the icing on the cake that made people impressed but would lose its glamor without the base of the standard English proficiency . The blue lines around the body outline also meant that English was the language Belicia Belicia started school, she was immediately placed in ESOL program. She learned English very quickly and exited from ESOL program at third grade. Due to her outstanding performance in the state standardized tests on content areas, Belicia was eventually put into the gifted program, but she was continuously monitored on her English language proficiency throughout the elementary school. In her academic life, English proficiency was the ticket she needed to enter and shine in mainstream American school system. This manifested the monolingualism in the U.S. public education where English wa s the primary language in teaching and assessment ( Donley, 2023 ). wa s highly dependent on their language proficiency in standard English. At first, Belicia was debating if she should draw blue lines around the head, and she surfa (another research participant) word, the bl (Focus group interview) which set up a boundary between what Belicia presented to the outside world and what she was on bilingual competence had not been recognized because her English language proficiency created a layer that stopped people from identifying her Hispanic inside. Bacon (2020) notes that for bilingual speakers, their 

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103 bilingualism is more than a language comp etence; it denotes their identities. Therefore, Belicia was disappointed that the norms of English language and American culture overshadowed her multilingual and multicultural identity . Spanish was Hidden but Deep Inside Belicia filled the inside of the body with sporadic green dots, because her Spanish language and Hispanic/Latino culture were spreading out in her, although they were hidden under the blue layer of English language and American identity. The dots around the heart area were bigger because heart was where her Spanish language and Hispanic/Latino culture resided in. In her personal written reflection, Belicia stressed that she wanted to highlight her inner aspect, because it was very important to her that people could know her not only from w hat was visible and superficial, but also from what was less overt but essential. A c onnection to h ome Belicia valued Spanish as a deep connection to her family. She learned and used Spanish as the first language at home. She learned to speak Spanish from her parents who communicated and responded in Spanish. She developed Spanish literacy skills by watching Spanish television series, listening to her parents reading Spanish texts, and practicing writing Spanish letters. At home, Belicia spoke Spanish to he r parents and spoke Spanglish to her siblings at home. By and large, Spanglish refers to the collection of language varieties spoken by the Hispanics in the United States, which is derived from Spanish but incorporating linguistic and conceptual elements f rom English ( Otheguy & Stern, 2010 ). It also includes the translingual practices by following clear patterns and well Otheguy & Stern, 2010, p. 97 ). Although some scholars questioned the deficit oriented view of Spanish speakers in the United States behind the e.g., Flores & Rosa, 2015; Olsen, 2010; Otheguy & Stern, 2010 ), Belicia and 

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104 other participants in this study used it positi vely to show their pride of their bicultural identity ( Zentella, 2008 ). Spanish was the language Belicia automatically used to think, especially about culturally specific things, such as dichos . Dichos early bird identify her cultural background and understand why she behaved, acted, and valued in certain ways (Individual follow up interview). As an audience, I felt that the green dots for Spanish language were very robust and dynamic, compared with the static and orderly blue lines for English language. It would jump out inadvertently now and t another research participant, in focus group interview) of her being a Spanish speaker. For example, she would first think of saying no se in Spanish , instead of saying ber to up interview, but Spanish was the language that always came out to her first. Therefore, Spanish was a critical linguistic resource to Garc a, 2017 ) . details of her Mexican identity, which took up more space of the figure, thus her background. During the group discussion, Belicia added more dots to show the that Spanish language and Hispanic/Latino culture were very different from country to country in Latin America, and she associated Hispanic/Latino culture with Mexican culture because of her 

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105 This corresponds to Bacon (2020) who emphasizes that cultural identity is Mexican Belicia tune with food, and she was not happy with the Americanized version of Mexican food in the restaur ant (Focus group interview). Her parents also wanted her to be in touch with her Mexican heritage. They planted papaya, avocado, mango, cilantro, and chile in their backyard all year around, nts wanted her to know what these plants looked like, because they played a big part in Mexican food culture. Therefore, every time Belicia mentioned chili in the focus group interview, she switched to chile in Spanish because Spanish was the language Be licia associated with her home culture. An i solation at s chool school. It was almost ironic that Spanish had to back off at school, but the Spanish speaker label attached to her had always been glaring i interview). Her feeling of isolation at school was associated with the ideology of monolingualism Rosa, 201 5 ), and privileged standard English proficiency in academic setting. When receiving ESOL services, Belicia had to be taken out of the classroom by the ESOL coordinators and put in a room in the library with other Spanish speaking students to attend daily meetings. She would get additional help in her academic assignments an d received accommodations for tests. It was stressful for Belicia to be pulled out to receive ESOL services, group interview), even after she exited from the ESOL pro gram: 

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106 I remember the office would call it down on the intercom, just listing the name of know that I was still being tracked as in ESOL. So I felt like I was in trouble . But when I realized that we were called down because we were put in the library to take our time . I just felt the stress of like, am I still not learning English enough that they feel like they have to track me? It was also stressful socially and academically and socially. I felt it was a little bit stressful or even, overwhelming. I mean, when I was seven. (Individual follow up interview) proficiency was considered as an obstacle, instead of an asset, to her academic performance ( Catalano et al., 2017; Pappamihiel, 2007; Pettit, 2011; Speicher & Bielanski, 2000 ) . Although she could speak Spanish with her ESOL coordinator, Spanish was only allowed for informal communications, while all the academi c activities and assignments had to be completed solely in English. Her home teacher reinforced such English only policy and practices when she was back to the mainstream classroom. Belicia admitted that this English only approach helped her acquire Englis indifference ultimately led to a slight loss of my first language and more broadly, my Hispanic I can feel Belici English only policy and practice at school, and what she could do was to accept and adapt to it. It was sad for her that none of her teachers was able to pronounce her last name correctly. When Belicia was talking abo ut this, a disappointed expression crossed only ideology was a sharp knife that cut open her the blue layer of English and American identity so that her inner green dots for Spanish and Mexican 

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107 background was being highlighted in a negative way: she needed extra help with her English focus group interview, which indicated that the cut had caused pains to her. It seems that the Spanish langu age and Mexican culture left a stigma on her English and American identity. A r econnection as t eacher c andidate Spanish speaking student. It was the moment she realize d that her Spanish language proficiency could be a valuable teaching resource for her and Spanish speaking students. just started rambling, oh my gosh. He was telling me about his day. And I could tell that he had so much to understand him. (Focus group interview) Belicia was surprised that the boy could immediately identify her Spanish speaking background. It was the time that Belicia felt her Spanish language background could help establish a positive relationship and promote effective communication with the students. It was no longer a langua ge hidden in the back; it was a language that could be foregrounded in the professional settings. Translanguaging Practices Although Belicia used blue lines and green dots to contrast English and mainstream American culture with Spanish and Mexican cultur e, she tried to present her language and harmoniousness of her language portrait in terms of the color combination with the arrangement of lines and dots. Even though Belicia aimed to emphasize the differences between English and Spanish language in the language portrait, she was actively engaged into translanguaging practices in her daily life. In the head, there were mixed blue and green dots, which meant that 

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108 she very often thought and spoke in both English and Spanish. She admitted that she sometimes came out first (Individual follow up interview). She spoke Spanish subconsciously and switched to English consciously. But Belicia was very flexible in using these two languages interchangeably according to the contexts and the people she was talking to. Figure 4 3 . Photo courtesy of Beli cia. Belicia was engaged into translanguaging practices since she was very young because she grew up in a bilingual print environment. As Figure 4 3 illustrated, there was a mixture of both e right side was a prayer card in Spanish that Belicia and her siblings gifted to their mother who spoke and read in Spanish, while 

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109 on the left top was a birthday card in English that they gave to their father who spoke Spanish and read some English. Because of the fluidity and dynamics of her translanguaging practices, Belicia felt it hard for her to explain her language use of English and Spanish in a clear cut way. She viewed her languages as a dynamic entirety instead of conforming to the monolingual norms in separate languages (Farr & Song, 201 1 ; Flores & Rosa, 2015). To be specific, she was very skillful in selecting the language resource strategically from h er linguistic repertoire to make meaning effectively in her bilingual world ( García & Li, 2014 ). This corresponded to my feelings of her language portrait, an organic composition of green dots and blue lines. Understanding of Teaching EBs Belicia showed heightened pedagogical confidence in working with EBs and valued her bilingualism as a teacher for EBs. She aimed to implement inclusive teaching methods that promote language and culture diversity by involving all the students, the teachers, and the parents. Heightened Pedagogical Confidence According to Belicia showed essential skills and general confidence in teaching EBs whose home language was Spanish. She beli eved own schooling experiences as an EB (Focus group interview). In Spanish, she could communicate with the EBs more effectively and work one on one to help them learn English language and subject area content. Belicia was confident that she was more capable of working with the Spanish speaking EBs than the English speaking teache rs due to her Spanish language proficiency and her knowledge about the learning needs of the EBs. 

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110 Language Resource Validation Belicia had never felt bilingualism carried so much weight related to teaching, because she knew her bilingual competence wou (Focus group interview). She wanted to be a teacher not because of her bilingualism, but her experience s in the teacher education program made her realize bilingualism was a valuable resource to be a teacher. In our ESOL course, she was guided to reflect on her schooling and language experiences and relate these experiences to her future teaching practice i n multiple In her practicum teaching, Belicia strengthened her validation o f bilingual competence as a teacher. In her practicum classroom, there was a little boy who only spoke Vietnamese. She could only communicate very basically with him through visuals, hand gestures, and repetitions. It was the time that Belicia felt insuffi cient to work with the EB without the knowledge about his experiences as a bilingual speaker in general, but it was strengthened through her coursework experiences and student teaching experiences in the teacher education program. Belicia illustrated that for BMTCs, the meaning of language resources validation by Bacon (2020) could be expanded to include the asset based view of their own language resources for teaching. Inclusive Teaching Methods With heightened confidence in working with EBs and strengthened validation of bilingualism as a teacher, Belicia would like to adopt inclusive teaching methods to involve all the students, teachers, and parents in her future cla ssroom. 

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111 First, Belicia proposed that it was the responsibility of all the students and teachers to teaching when the mentor teacher assigned her to interpret for a Spanish speaking student. this (emphasized by the participant) person d reflection on them, but on you. (Focus group interview) Belicia argued that only including the speakers of the same language to help the EBs was a reproduction of exclusion. She hoped that everyone in the classroom could join in the team to support the EBs in a certain way. (Focus group interview). For the EBs who spoke a language other than Spanish, Belicia would learn some basic s of their languages and cultures, such as greetings, and incorporate them into classroom teaching. She would invite the EBs to teach the commonly used phrases in their home languages to the whole class. She would familiarize herself with the languages, ac cents, and dialects spoken by her students and create a language profile for each of the students. She would their values and beliefs. All these efforts would be helpful for her to alter the expectations, and learning meaningfully, practices and patterns or providing more group work opportunities for the EBs from a collectivism oriented culture background, rather than presenting their language and respecting their cultures i n a superficial way. She intended to bring the EBs into the spotlight and let them 

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112 shine with their unique language and culture background. She hoped that the EBs could feel a sense of membership in her classroom. Third, Belicia emphasized the necessity t were not sufficiently engaged into her schooling due to the lack of language support in Spanish and their immigration background. As a future teacher, she would ensure to provide accurate translation on school materials and familiarize the immigrant family with the American truly inclusive classroom that valued the knowledge and experiences of all the students no matter their language and culture background. English language and academic development, but she would ally herself with all the students and the parents. She would adopt t he inclusive teaching methods to include all the agents that could feel an essential part of her classroom. Filter: Doubts from Parents One of the contextual factor s to prevent Belicia from implementing the inclusive teaching methods was the doubts from the parents on her Mexican background , which could be added into Phase 3 of the Language Ideologies Framework as a filter (Bacon, 2020). To be inclusive in her teachi correct English grammar (Individual follow up interview). This may increas e the filter of content languages , because she was not sure how to connect language specific methods to content area teaching effectively . Despite more confidence in worki ng with Spanish speaking EBs, Belicia 

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113 felt a little uncertain about teaching the Spanish speaking EBs not from Mexico. If they spoke her eligibility to promote Spanish language and Hispanic culture for their children (Individual follow up interview). It may decrease the filter of language resource validation (Bacon, 2020) on her own language resources as a teacher and then harm her ped agogical confidence to work with EBs. For background may thwart her from implementing the full blown inclusive teaching methods as she planned to. 

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114 CLARA Figure 4 4 . Language portrait by Clara . 

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115 Interpretation of Language Portrait and Lived Multilingual Experiences Clara chose green and orange to represent Spanish and English respectively. She claimed that she tried to make both languages equal in head because she was always thinking in both langu ages, but it turned out that the orange parts for English took more space. This was aligned with her statement that she was more proficient in English than in Spanish. Clara colored both hands and feet in orange because she navigated the world and conducte d herself mostly in English. Just like the orange dotted lines showed, English was everywhere in her life, and it was up interview). The orange dotted lines were leading to the heart in red and blue. Red symbolized the mother side. These two colors created the national flags of both countries. The contrast of the colors indicated that she had very different experiences growing up in these two cultures. The heart was mostly in blue because Clara loved her Puerto Rican heritage which constructed her core identity. She also colored eyes in blue and added a blue halo around the head because she tho ught and saw the world in the way her maternal family brought her up. In contrast, Clara only added a small red line around the blue heart because she felt less associated with her Cuban which was a synonym to hot temper (Focus group interview). She combined red and blue in the stomach area because she was craving for Hispanic food. Clara was most satisfied with the green vine with blue flowers she added to her language portrait. She beli eved that her Spanish language ability and Puerto Rican heritage were what she 

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116 Regaining Spanish, Regaining Power Clara started from assigning the color to Spanish which was her firs t language learned language portrait and highlighted the importance of Spanish language to her (Focus group interview). Although Spanish may not be the first thing that people noticed about her, it was the up interview). However, she had lost most of the language because her immediate family stopped speaking Spanish to her at home since she started pre school. She relearned Spanish in middle school from her best friend who spoke little English, and she picked it up very quickly because parents during the early years (Teaching position paper in ESOL course). Clara continued to strengthen her Spanish fluency in high school and improved her Spanish speaking skills tremendously in her parttime customer service jobs which involved much daily communication her English use (Video reflection in ESOL course) and made fun of her Spanish pronunciation up interview), which furthe r strengthened her determination to refine her Spanish language skills. Clara felt empowered after regaining Spanish because it made her feel closer to her family and her heritage cultures. She spoke Spanish with her boyfriend most of the time, and only sp oke Spanish to her grandfather who did not speak English. Similar to Belicia, Clara regained her English Spanish bilingual competence to reconstruct her Hispanic identity other than merely a retrieval of her first language (Bacon, 2020). T he regaining of S panish ability enriched her personal life, rais ed her awareness of language hierarchy, and altered her career plan. 

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117 Enriched l ife with Spanish Spanish ability enriched the ways she conducted her life in her bilingual world . As the head in orange a nd green showed, Clara tended to think in both Spanish and English. She used Spanish to contemplate her emotions, while using English for reasoning, such as solving mathematic problems. Echoed by Belicia, Clara also gained wisdom from learning the common p where her values were built on. Like Belicia and Daniela, Clara was actively engaged into using Spanglish and alternating between English and Spanish frequently in her oral discourse (Otheguy & Stern, 2010) . As the mix of orange and green in the head showed, such translingual practices involving English and Spanish was a way she lived her life with her family and friends. She explained that: In conversation, I s witch constantly between the two languages, sometimes mid sentence, sometimes even for just one word in a sentence. It can sound a bit funky smoothness that one language alone can vocabularies to pick the perfect word or phrase from that best communicates my me cuesta feeling. (Teaching position paper in ESOL course) In other word s , Spanglish was a translanguaging device that Clara used to make meaning more accurately and effe ctively. from the ideologies of linguistic purism that undergirded approaches to language separation ( Martínez et al., 2015 ) . She valued translanguaging as the language practices of bilingual speakers and resisted the normalization of monolingualism (Bacon, 2020) . Raised a wareness of l anguage h ierarchy 

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118 ocus group interview). Clara felt excluded the first time when she went to a university outside Miami. She Masapollo . In Spanish, the double L is like a Y. So when I was talking to my Masapollo me as if I had three heads. They had no idea who I was talking about. That was kind of embarrassing. (Focus group interview) or Masa Polo, following the English phonological rule. But for Clara, the Spanish phonological rule came to her immediately when she saw the double L syllable. As Spanish speakers, Belicia and Daniela were very sympathetic to Clara and shocked by her class realize not all the languages were equal. Under the English only ideology, her Spanish was not equally valued as English in communication. Such language hierarchy resulted in discrimination to oth er languages and negative association with their speakers (Achugar, 2008; Alim, 2005; Bacon, 2017) , which forced the speakers of other languages to use English in the way that match ed the standards and expectations of monolingual English speakers (Farr & S ong, 2011 ; McGroarty, 2010 ). It was the English only classroom norm that made Clara feel her Spanish ability was far from being valued ( B acon, 2020). However, i n the English dominant society, Clara communication) and missed the connection to her hometown culture. culture assimilation. She visited the suburban area of Barcelona, where Catalan 1 was spoken. She 1 Catalan is a Roman language, which shares some features with Italian, Sardinian, Occitan, Spanish. It was mainly spoken in the Principality of Andorra, the département of Pyrénées Orientales of France, the port of Alghero in Sardinia of Italy, and Aragon, Comunitat Valenciana, El Carxe, and the Balearic Islands of Spain (Wheeler et al., 2002). 

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119 and exclude the people who failed to adapt to them (Individual follow up interview). Catalan overrode all the other languages and b ecame the permit to enter the community and earn the membership of the community ( Philips, 2015 ) . Clara experienced more exclusion in her practicum teaching. She was very disappointed that none of her students could pronounce her last name correctly in Spanish. To make it easier Clara was a very quiet girl, but this seemed to provoke strong emotions fr om her: the start of me. Maybe it would almost be very hypocritical if I were erasing kind version. (Individu al follow up interview) Clara empathized with me t hat I also had to write my Chinese name as best as I could in English to help English speakers pronounce it. S he questioned the English centered practice which prioritize d the communicative needs of the Eng lish speakers, but she felt powerless to change this practice in her practicum classroom and accepted the English version of her last name. microcosm of the English only ideology in a broader society . In spite of the soaring langua ge diversity since 1970s due to mass immigration to the United States ( Rumbaut & Massey, 2013 ), the English only ideology ha s not been alternated fundamentally because the United States has been the beneficiary of English as a global language, obscuring the necessity to promote the languages other than English considering their earned superiority in global market as English speakers (Ellis, 2006; F arr & Song, 2011; Macedo, 2000). The 

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120 normalization of monolingualism is pervasive in the institutional practices in the United States (Bacon, 2020). Nevertheless , Clara promised that she would require her own students in the future to say This showed her dedication to heteroglossic language ideologies which positioned multilingualism as the norm by incorporating t he linguistic practices of the speakers of different languages into classroom practice (Flores & Rosa, 2015). Having experienced exclusion as a Spanish speaker in three different settings, Clara had raised her awareness of language hierarchy and nurtured her dedication to promoting language diversity in her future teaching practice. Altered c areer p ath to ESOL t eacher After personally experiencing the English only ideology and practices and the hostility to language and culture diversity, Clara was seriously thinking of becoming an ESOL teacher after graduating from the teacher education pro gram. In the Memo 2 assignment in my ESOL course, she wrote: This is an issue I did not know existed. Living in an area where most schools had a minimum 95% Hispanic population, a large chunk of which are emergent bilinguals, I was never really exposed to these types of injustices. I suppose that treated like a minority. As such, I feel that most of my peers were placed appropriately. With that being said, I think it is becau se I grew up in a world where the quality of education for emergent bilinguals was so equitable that I feel possible, so to learn that so many people from my culture are being s tunted from reaching their fullest potential because of ignorance and displacement felt like whiplash. She realized that not everywhere was like Miami where bilingualism was a norm, and Spanish was valued as much as English in educational policies and prac tices. The educational 

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121 equity she took for granted was not sufficiently addressed everywhere, so to be an ESOL teacher seemed to be a more worthwhile job for her to provide equitable education for EBs. More Boricua, Less Cuban When Clara was working on th e language portrait, the very first thing she drew was the blue heart, because the Puerto Rican culture was critically important to her and immediately went to her heart. Her Puerto Rican upbringing added the blue color to her eyes, which served as the len s through which she viewed the world. It also nourished the deep rooted values in her mind, as the blue halo around the head suggested. For example, if the people she loved needed or cook for them, because in Puerto Rican culture, food was the way to express comfort and caring (Personal written reflection). Figure 4 5 . Photo courtesy of friend . 

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122 Clara was so proud of her Puerto Rican heritage that she would seize any moment to declare she was a Boricua , a person of Puerto Rico descent (Personal written reflection). She shared with me a photo (Figure 4 5 ) which showed her grandmother, grandfather , aunt, and mother when they were living in Puerto Rico. She really cherished this photo just as she cherished her Puerto Rican cultural background. Although Cuban culture comprised the other half of her cultural background, Clara felt much less associate d with her Cuban family who were less present in her life. Compared with Puerto Rican culture which had profound impact on her worldviews, thoughts, and practices, Cuban culture influenced her at a superficial level, such as her temper and her preference f or food represented by the red mouth and red half of stomach respectively. There was no red color on the head because Clara disagreed with the values and practices in many social activities that were associated with the language in Cuban culture, which inf luenced how people treat ed the interpersonal relationships (Gal, 1992). linguistic norms imposed to women (Individual follow norms and fight for equal rights for women (Focus group interview). She reached an agreement with her boyfriend that they would combine their sur names after getting married instead of her (Indi vidual follow with those in Cuban culture, which made her feel less Cuban. 

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123 English: A Privilege or An Exclusion? The sufficient exposure to English from her parents and English spe aking peers during pre school laid a solid foundation for her English language development before Clara entered her family education (Teaching position paper in E SOL course). Every night she read a storybook to Clara and required Clara to reread it. She also worked side by side with Clara to polish her English writing through careful proofreading, meticulous clarification on details, and embellishing the language. As a result, Clara believed that such hands on English language grade English (Teaching position paper in ESOL course) and brought her advantages in terms of English langu age learning at school. Although Clara spoke English most of the time and she was more proficient in English more connected to Spanish (Personal written reflection). But the orange han ds and feet showed that English was the utility language that Clara primarily used to conduct herself in the world, of the standard American English she spoke an d her white like face. However, she oftentimes felt excluded in Hispanic community because of her nontraditional Hispanic behaviors, such as not into dancing or speaking English more often than Spanish. She was always called gringa by her families and frie gringa up interview). Therefore, English seemed to be a double edged sword to Clara. It privileged her int o the mainstream American society, while excluding her from the Hispanic community. 

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124 Clara was confident that her language and experiences could contribute to her working with EBs, and she valued her bilingualism and m ulticulturalism as a teacher. She promoted the teaching methods that would decenter English as the primary medium of instruction and reduce the impact of assimilationist approach to culture. Instead, she would welcome multimodality and multiculturalism in her classroom. Heightened Pedagogical Confidence Clara believed that she had the requisite skills and general confidence to teach in linguistically diverse context (Bacon, 2020). The regaining of Spanish ability made Clara very confident to work with Spani sh speaking EBs. Even for the EBs whose home languages were not the EBs of diverse language backgrounds (Personal written reflection). Due to her experiences of follow up interview). Therefore, she had more empathy to the EBs and would be more understanding to their struggles as a second language le arner. Language Resource Validation up in Miami where bilingualism was a norm everywhere including in public education. Her experiences in college and in the teacher education program made her realize that her bilingual background was not an ordinary but an exceptional ability as a teacher. Especially for Spanish 

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125 Focus group interview). She elevated the status of her bilingualism to a valuable teaching resource from a commonplace communicative tool. Like Belicia, Clara was another supporting case to add another aspect of language resource validation , the asset based view of their languages as resources for teaching, into the Language Ideologies Framework by Bacon (2020). Furthermore, Clara had an asset from her multilingual perspective (Bacon, 2020). She She knew the specific strategies to lish vocabulary learning (Bacon, 2020), such as cognates for the EBs 2019, p. 97 4), such as menu in English and menú unknown words (Teaching position paper in ESOL course), so using cognates co uld largely Multimodal and Multicultural Teaching Methods The raised awareness of language hierarchy and culture assimilation pushed Clara to implement multimodal and multicultural approach in her future classroom. Her teaching methods included multilingual background with the aid of technology, drawing communicative repertoire and their funds of knowledge as the basis for teaching, and transferring skills across languages to facilitate learning of/in English ( Stille & Cummins, 2013 ). Clara reiterated 

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126 materials, suc reconcile the dominance of English with the marginalization of other languages, so all the students could feel equally seen and had the equal right to learn in their own languages . Clara was a staunch supporter for non verbal communications, especially for the EBs who just started to learn English. She spoke very highly of the system of gestures that her mentor teacher invented in the practicum classroom: My mentor teacher has a r ask to use the bathroom. You do hand signals. One is bathroom; two is water. If implement it class wide. Because even if th pronunciation. They can just do hand signals like everyone else and that can make them more comfortable. (Focus group interview) Clara hoped to promote a more universal language in her classroom to avoid the possible discriminations caused by English only practices. communicative repertoire to make use of any semiotic resources that could be helpfu l to promote comprehension and communication in classroom ( García & Li, 2014 ) . up interview). But she would be gently pushi ng on up interview). She was very cautious of less standard manner (Individual follow up interview; Teaching position paper in ESOL course). It seemed that Clara went against the monoglossic language ideologies that only legitimated the idealized practice of the standardized national language as the norm (Flores, 2013) while welcoming, respecting, and fostering a heteroglossic approach to languages. 

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127 Clara was dedicated to culturall knowledge to support their new learning in English. She illustrated how she would select culturally appropriate science learning materials for the EBs from different cultural backgrounds: For instance, I could contextualize a science vocabulary lesson on ecosystems of origin. When discussing rainforest ecosystems, I would use El Yunque a rainforest of great cultural signif icance to Puerto Ricans as an example. When discussing mountain ecosystems, I would use Huangshan Mountain a popular Chinese mountain range as an example. These subtle additions to instruction do not distract or derail from the overall lesson. Rather , they are simple ways to contextualize lessons in a way that engages our EBs, providing them with a stronger and more personal framework to aid their vocabulary acquisition journey. (Teaching position paper in ESOL course) In sum, Clara was dedicated to r educing the negative influence of English only policy and assimilationist ideology on the EBs academically and socially through implementing multimodal and multicultural teaching methods in her future classroom. She believed that such teaching methods coul d also benefit the English speaking students from being immersed in a multilingual and multicultural curriculum to broaden their knowledge and worldviews. Filter: Perceived Practicality Perceive practicality was the contextual factor that drove Clara to p ay more attention to education to the EBs. She was fully aware of her role and ability to be a language teacher (Bacon, 2020) , which could be vividly reflected through her ambition to be an ESOL teacher. This could be further manifested in her reservation for pairing the EBs with English speaking buddies: An English speaking student in the elementary grades may have not mastered the language themselves, simply because of their age and inexperience. Thus, while not where it should stay, as they are not equipped to be the primary source of instruction. That responsibility falls on the educator (me!) (Memo 2 in ESOL course) 

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128 To Clara, buddies provided the peer support to the EBs to learn social language, but it wa Due to the high perceived practicality, Clara strengthened her agency to play the role of a language teacher (Bacon, 2020), which shaped her teaching methods and career path. 

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129 DANIELA Figure 4 6 . Language portrait by Daniela . 

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130 Daniela drew a blue brain to represent Dutch. Her mother spoke Dutch to her when she was very young, and it was still a way, she c , to represent Spanish language and Cuban culture that went to her heart (Focus group interview). Cubans liked to give hugs, so Daniela a added red ombré on both feet (Focus group interview). Inspired by Clara who included a stomach half in red and half in blue to show her love for Hispanic food, Daniela added a red stomach to show her love for Cuban food as well. Finally, Daniela drew a y ellow skeleton to represent English because it was the language through which she experienced and lived the world. She clarified that she wanted to complete the three primary colors in her language portrait, because they were the three central colors that up interview). To Think Logically as a Dutch influenced by Dutch language and culture. Dutch was her moth language Daniela picked up when she was very young. However, Daniela almost lost her Dutch completely, except for some single words, such as pantoffle for house slippers, because of the lack of Dutch language environment growing up in the United States. Even so, Daniela had never felt distant from Dutch language, because her mother was still using Dutch occasionally, 

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131 where she grew up and up interview). The loss of Dutch language did not eliminate the impact of Dutch culture on Daniela. She written ing in a very logical way and her political orientation came from the core Dutch value that championed equitability. To Love Outwardly through Spanish By stark contrast, Daniela chose the passionate red color for Spanish language and Cuban culture which w of love to Daniela because it was the primary language she spoke at home and in her community. Hispanic/Cuban culture also meant love to her. Hispanics were enthusiastic about dan cing for language and Cuban culture were crucial for Daniela to make emotional connections to the world from her heart. A p erpetual t radition at h ome home. It was a family tradition that had been maintained by her parents. father spoke Spanish to her and that was how she learned Spanish. Her mother also sp oke Spanish to her other than Dutch. When disciplining her behaviors, her mother would say enderechate instead of up interview). Although Daniela usually responded to her parents in English, she would use some small Spani sh phrases constantly, such as lo que paso paso 

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132 develop her Spanish vocabulary and comprehension skills by watching Spanish news on TV at home. But Daniela once felt insecure a nd unmotivated to speak Spanish, because her family constantly corrected the Spanish sentences she uttered. Her confidence in her Spanish skills was family trips to Spain where she had free conversations with the loca ESOL course). Her experiences of being judged against standard Spanish practice nurtured her a broader and more flexible view of proficiency in a language (Farr & Song, 2011) . Similar to Clara, Daniela would also maintain her surname after getting married. But unlike Clara, she would do this not to show gender equality but to show her entire cultural heritage. r name. I have it represents half of who I am. The other name is from my mother and my conver sations with friends who are not Hispanic, and they are about changing your name when they get married. But for me, I would never change my name my future husband or anything lik This is half of you. If you get rid of your last n group interview) Spanish language and Cuban culture went not only to her heart, but also to her stomach. Daniela was craving for Cuban food. She loved pork which was the key ingredient in Cuban cuisine. One of her favorite pork dishes was chicharrón , the fried pork rinds with a good amount was underestimated in American food culture (Focus group interview). Aguacate was another food that Daniela could not get enough of (Focus group interview). It was a breed of avocado originally from Cuba in bigger size and with yellow flesh inside. She liked to eat by itself with 

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133 salt and lime juice sprinkled on the top. She also liked to eat i t over rice and fried eggs as Figure 4 7 showed. It was a common Cuban dish and the pictured one was made during her Thanksgiving break at home. For Daniela, food may go more into heart than into stomach. She was not a fun of mango, and her family teased interview). It seemed that food was the touchstone of Cuban identity and went into the deeper level of Cuban culture. Fi gure 4 7 . Rice, fried eggs, Aguacate cooked by Daniela . Photo courtesy of Daniela. So, Spanish was the language Daniela and her parents used to express their love to each other and to Hispanic culture. It was a perpetual family tradition that Daniela felt obligated to maintain. 

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134 A c onsistent b ond to Hispanic c ommunity Like the red hands symbolized, Daniela was actively looking for the Hispanic community and giving love to her friends. Spanish was the primary language she used to socialize in this community. In her elementary and middle schools, 90% of the students were Hispanic, and they spoke Spanish during most of the socialization. With both feet in red, Daniela was an active member in some local Hispanic dancing clubs. She enjoyed socializing with other Hispanics in the clubs and dancing together to the Latin music. Daniela used to work in a preschool before she came to the teacher education program. It because she looked like their mothers or family (Focus group interview) . This working experience was fulfilling to her because her bond to Hispanic communities was of significance to a larger group of children like her. Even for the non Hispanic people, their speaking of Spanish could make Daniela an instant intimacy to them . In her fifth grade, Daniela had a teacher who had ever pronounced her he playground and in other non group interview). Like Belicia and Clara, Daniela also used Spangli sh, a way of combing English and Spanish in oral discourse, to maintain her bond to the Hispanic community in south Florida. An interesting intersection of English and Spanish that I frequently come across and use is a sort of what we call Spanglish. If you have ever visited Miami, you would almost immediately notice the combination of the two languages in everyday conversation. The fluid way people in Miami slip in and out of using the two languages creates a distinct accent and way of talking that is typically used 

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135 between peers and in every day, life excluding academic situations. The use of pero out and with a slight Latin accent adds to a culture that is the mix of American and Cuban practices. In using Spanish and Spanglish, people in South Florida can signal to others that they are a pa rt of the same culture and likely have similar cultural backgrounds. (Teaching position paper in ESOL course) In the Hispanic community, Spanish and Spanglish were the language forms that Daniela and her peers were engaged into for emotional connections to each other who had similar cultural background. The common language practice sustained the culture in which they Bucholtz et al., 2017, p. 45 ) A s olid s tride to m ainstream s ociety However, the English l like she (Individual follow up interview). Daniela encountered more exclusion because of her Latino background when she came to college. She was categorized into a general Latino type who represented the whole Latino population and knew nothing about American mainstream culture. You kind of feel like you are the token Hispanic person in the class because I had l the Latino restaurants represent all Cubans. I represent me. (Focus group interview) It looked like her classmates were willing to learning about her culture, but for Daniela , it was no more than a way to put her outside the mainstream society because she was different in a stereotypical way. It was derogatory because her English speaking American peers did not take initiative to learn about her culture but requested her to in troduce the very diverse and heterogonous Latino culture. Her individuality as a multilingual speaker and her similarities to 

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136 her peers as an American were brutally ignored. Consequently, she felt not fitting into general American culture while simultaneou sly out of touch with her Hispanic culture. Due to such experiences of fe e ling excluded, Daniela was dedicated to escorting the EBs on their way to the mainstream society. She showed love and care for the Spanish speaking children in the preschool she use d to work at. She spoke Spanish to these children and explained worried because she was not sure about what to do for the EBs who did not speak Spanish. She felt l access to the quality education as the English speaking and Spanish speaking children did (Focus panish speaker made her a wanted to make the EBs of all linguistic and cultural background feel included and receive equitable opportunities and resources to prosper p ersonally and academically. To Conduct Herself in English English was the skeleton for Daniela because it w as the language she used to experience and live in a broader world. Since she was very young, her parents were very invested to help her learn stand ard American English, because English was not their native language. They labeled the objects in English to create a print environment that promoted incidental learning. They modeled conversations to Daniela and her sister and taught them how to use sophis ticated English vocabulary. They also used phonic games, nursery rhymes, and educational shows to expose Daniela to standard American English because her mother was worried about her accent in speaking English. Storytelling was another family routine which developed her English reading a solid foundation for Daniela to conduct herself in the English dominant society. 

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137 Since Daniela started schoo l , all her academic learning and some of her socialization was written reflection). English was the skeleton that propped up her material life in the United States. She learned the living skills in English and realized her potentials in the English speaking world. Her experiences illustrated that English was the essential linguistic capital that she needed to succeed in the U.S. society ( Farr & Song, 2011; Irvine, 1989; Milroy, 2001; Piller, 2015; S kutnabb Kangas, 1996; Speicher & Bielanski, 2000; Wiley, 2000; Wiley & Lukes, 1996 ). Although Daniela was less confident in working with the EBs who did not speak Spanish, she believed in her language and culture ba ckground as the inspirational resources to work with the students of diverse backgrounds. She was a devoted advocate for equitable teaching methods that would help all the students regardless of their backgrounds to succeed academically and socially for th eir own good. Moderate Pedagogical Confidence Daniela had the confidence she spoke Spanish and was a member of the Latino culture (Focus group interview). However, Daniela d oubted about if she had the requisite skills (Bacon, 2020) to work with the non Hispanic EBs whose languages and cultures she was less representative of and then more felt promising and positive in provid ing linguistically and culturally responsive teaching to the non Hispanic EBs if she could teach in real classroom. 

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138 Language Resource Validation Spanish language ability was considered as a valuable resource for Daniela to teach their home language (Focus group interview), just like what she did in the preschool she used to work for. This could also make the students feel represented, which Daniela deemed as the essential step to promote educational equity. Even to work with the non Hispanic EBs, Daniela believed that her experiences of feeling excluded as a Spanish speaker granted her an advantage over the English speaking teacher candidates, because she had a h eightened awareness of making the EBs feel represented in some way in the classroom. She validated her Spanish language ability as a resource to support the content learning of the Hispanic EBs, to empathize with the EBs of diverse backgrounds, and to crea te an inclusive and equitable learning environment for all students. This corresponds to Belicia and Clara, all of which demonstrated the necessity to expand the meaning of language resource validation to incorporate the asset based view of their languages as resources for teaching into the Language Ideologies Framework by Bacon (2020). Equitable Teaching Methods orientation. Her political views on equitability came from Dutch in ESOL course). For example, Daniela mentioned that the judgement about the English from the South was a kind of racial stereotype. She realized that the evaluation of language use tended to be anchored in the raci olinguistic ideologies that produced discrimination to the speakers 

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139 because of their racial background (Flores & Rosa, 2015). Therefore, Daniela decided to respect classroom (Focus group interview). Teaching equitably to all the students was not a just a lip service by Daniela; she planned to carry it out by actual efforts, especially for the EBs who did not speak Spanish. Learning phrases in their la speak to my family, they would be so impr essed. They would be so honored. I feel like students would probably also feel the same way if you learned a couple (Focus group interview) In addition, Daniela proposed to ha ve all signs and classroom expectations translated into to seek for equal rights as the English speaking students who could use their home language to learn at school. Daniela would set an example for all the students as an active advocate for language equity and diversity in her classroom by taking actions in learning, representing, and promoting lled her experiences in elementary school. Whenever a student got pulled out, even though it was because they were the Student of Month, view). Daniela hoped the EBs could learn together with their English speaking peers so that they could be treated in an equitable way. She hoped that the 

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140 up interview), where they could be well r epresented, fairly recognized, and fully cared. Filter: Cultural Divide methods was the cultural divide in her life, which was another filter that could be added int o Phase 3 of the Language Ideologies Framework (Bacon, 2020). Cultural divide is a concept from economics, which emphasize s the cultural differences between groups in terms of race, religion, income and other dimensions ( Desmet & Wacziarg, 2021 ). It catego rize s people into different cultures in a clear cut way. A person is either a complete insider or a total outsider of a certain culture, and there is no middle ground. Daniela, allied with Belicia, contended that such bipolar and rigid approach to culture group interview). This competition seemed to get fiercer in her college, according to Daniela. She was reluctant to join any sororities, even though the multicultural ones because: I feel to kind of look the same and act the same and be like the standard American girl. And then I felt like the multicultural sorority was too much the other way where you need to follow up interview) However, Daniela appeared to be not too typical Hispanic and not too mainstream white roommate With the emphasis on cult ural divide , such ambiguity seemed to double disqualify her as a representative of the Hispanic students or the mainstream English speaking students. In in a l ess equitable classroom because the students may feel they were not sufficiently represented in the classroom. 

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141 ERALIA Figure 4 8 . Language portrait by Eralia . 

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142 Eralia chose yellow for English and green for Jamaican Patois, because these two colors were from the national flag of Jamaica. She colored the head in both yellow and green because she always used these two languages together, but the green heart in the middle of the head showed that Patois was deep rooted in her mind. She highlighted both hands in yellow because English was the language she used to interact with the world. Eralia reserved her favorite color, purple, for half of the body to represent her Jamaican ident ity, and then she used red for another half of the body to indicate her hometown, Broward County in south Florida, which represented her American identity. And then Eralia inserted brown for one leg to represent her Black American identity. Because she fel drew a gemstone in the middle by including all the colors that represented Jamaican, American, and Black cultures (Focus group interview). The yellow and green dots all over the body meant that English and Patois were the languages through which she experienced her cultures. In the individual follow up interview, Eralia decided to add Spanish and French into her language portrait. She used blue, one of the colors in French national flag, to draw bracelets and anklets to represent French. After some thoughts, she selected orange to contrast with other colors for Spanish, represented by the hat, necklace, belt, and the fingernails. Patois Deep Rooted in Jamaican Culture At first, Eralia hesitated t o include Jamaican Patois in her language portrait. She would rather call it an English dialect than a language because it was handed down by word of mouth and she never wrote it down. She eventually changed her perspective arguing that Patois was differen (Individual follow up interview). She then added a small green heart in the middle of the head 

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143 as it stood at the center of her mind. Her choice of green also indicated that she attached great importance to Patois because green took up the most part of the national flag of Jamaica. Seeking for r ecognition by f amily Eralia was motived to learn Patois because she wanted her Jamaican heritage to be recognized by her family . It was the language that demonstrated her cultural identity which was tied to her family national origin (Bacon, 2020). She learned Patois from her parent s who spoke mostly American English but occasionally Patois to her. She had more chance to learn Patois when her parents were socializing with their friends because they always spoke Patois. Although Eralia did not speak Patois frequently with her family a nd friends, Patois was the language that came to her first. It was the language that was deep rooted in her Jamaican cultural heritage . her (Focus group interview) . She chose her favorite color purple and drew her favorite pattern veins to represent Jamaican culture, which expressed her intense love for it. She was eager to have her Jamaican part recognized because her family tended to deny it. As Eralia stated in o ne of her video reflections in our ESOL course: ties into cultural differences as they are first generation immigrants whilst I am American born and raised in suburbia. I have been embarrassed as it felt like rejection from my own family/heritage it eve n triggered an identity crisis in the beginning of high school. Now, I understand that these are good nor bad, just different. lings because she was more conformed to the language norms in Patois (Focus group interview). For example, Eralia stuck with using pear when referring to avocado, like most Jamaicans did. For Eralia, speaking Patois was the way she tried to maintain her Jamaican heritage and seek for recognition from her 

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144 family. When conforming to the Patois linguistic forms, she was expressing her culture and values that were inherited from her heritage culture (Rovira, 2008). Through the shared linguistic forms with Jam aicans, Eralia was constructing a strong Jamaican identity (Kroskrity, 2004). Sustain ed n eglection at s chool Eralia spoke American English at school, but her Patois came out occasionally as the green dots were flickering all over the body. She could not resist her Patois accent speaking English when she was struggling with her study: Imagine young me sitting at the table while my mother helps me study the multiplication tables. The longer it takes, the more my patios comes out. My mom as a young child clearly confused and now in front of a frustrated adult. Now, at school, anytime I became nervous, the easiest way to maintain my words were to switch to patios it felt more familiar, and I believe I associated the language with unease, emotionally charged situations. (Focus group interview) What made Eralia even more frustrated was that her teachers did not provide her with being very surfac It seemed that her teacher was influence d by standard English ideology that ignored the variations of English and denied the connection ( Godley et al., 2007 ). speaking background was neglected at school, but Patois did play a role in her learning, especially when she was desperately looking for solutions. Eralia was getting a little emotional when she talked about her experiences of being neglected at school. 

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145 Faced by d ilemma in t eaching By the same token, E ralia would turn to Patois when she got nervous in her practicum teaching. If she wanted to discipline the students and became more serious, she tended to have and speak more clearly (Individual follow up interview). Apparently, Patois was the language Eralia was most confident and comfortable with using in her teaching. However, Eralia had to tackle the questions about her accent or the use of Patois in her tea gues who may doubt about her eligibility to be a teacher due to her accent or use of Patois (Individual follow up interview). Like the teacher candidates in Lew and Siffrinn (2019), Eralia was afraid that her speaking of non standard English could be assoc iated with less educated under that standard English ideology . So, she was faced by the dilemma of using Patois to strengthen her confidence in teaching or avoiding Patois to alleviate the doubts on her qualification to be a teacher. English Leading to Mainstream Although Eralia cherished her Patois and Jamaican heritage, her personal and academic life was mostly in American English. She colored most part of her head in yellow to symbolize the higher frequency of using English. She highlighted her hands in yellow t o show that she interacted with the world in English. Eralia learned English as her first language at home. Her spoke American English to her (Focus group inter view). It was her family tradition that the adult family members were actively engaged into teaching the younger children the standard form of American English, such as correcting their pronunciations and misuse of vocabulary, supervising 

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146 them to recite th e spelling of English words, and providing them with many English books and English TV shows to learn from. Eralia originally hesitated to consider herself as a bilingual speaker because she felt that rview). Her Patois and Jamaican identity were concealed by her speaking of American English. If talking through phone, Eralia would be American English mainstreamed Era lia and overshadowed her Jamaican part. In accord with the been largely shaped by the normalization of English monolingualism. Eralia chose red to represent A just as how American culture was different from Jamaican culture (Focus group interview). Her but she was m beliefs mainstreamed Eralia and affirmed her American identity. Translanguaging Practices Learning from her parents, Eralia tended to mix the use of Patois and English in her spea king. As the mixture of green and yellow dots all over the body represented, these two languages were integrated into her linguistic repertoire, which always worked hand in hand to make meaning ( García & Otheguy, 2020 ). Such translanguaging practices were very common in her socialization with the people from Jamaican community. Figure 4 9 was an example Eralia shared with me: We did yearbooks amongst the research assistants and one of them is Jamaican as a phrase to show respect or 

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147 Figure 4 9 . Photo courtesy of Eralia. In her personal writte n reflection, Eralia highlighted that the blended use of American English and Patois was to show that she was not native born Jamaican, but American with practices. Last b ut n ot l east: Spanish and French In itially, Eralia wanted to use green to represent Spanish because she was think ing of the national flag of Mexico. She grew up in a neighborhood inhabited by a large group of Mexicans, as well as some Puerto Rican s and Venezuelans, from whom she first learned to speak Spanish. Since green was used for Jamaican Patois, Eralia chose or ange to best distinguish from other colors in her language portrait. She drew a hat, a necklace, and a belt in orange because she felt up interview). In her neighborhood, she heard Spanish spoken by her neighb ors or in the grocery store, and she also spoke Spanish very 

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148 frequently when working in a mall. In her elementary school where 50% of students were Hispanic, Eralia was taught in both English and Spanish in subject areas. Plus, the parent teacher conferenc es were conducted in both languages and bilingual signs were seen everywhere school up interview) to the body hey were put on the vital body parts such as the head, neck, and abdomen. She also added ten orange fingernails to increase the percentage of orange color in the language portrait. All of these showed her substantial contact with Spanish and advanced Spani sh proficiency. unti l her first year in college. She selected one of the colors from the national flag of France, blue, to represent French. She drew bracelets and anklets in blue, because she felt more di stant from and less proficient in French. Eralia learned French for she had planned to move to Canada and work in a French speaking university, where there were some of her families and a good population of Jamaicans. Out of intrinsic motivations to learn French, Eralia continued to learn French by herself after the French language classes. She used online language learning software, music, and TV shows to further develop her knowledge of French grammar and daily communicative skills in French . Therefore, t he blue bracelets and anklets could be the equipment more than the accessories with which Eralia could make a living in a new environment. Dedication to Black Americans At first, Eralia wanted to color half body in purple for her Jamaican part and half bo dy in group interview) for her Black part. She used brown instead of black to represent her Black identity because her skin color was closer to brown than black. A lthough her family always up interview), Eralia believed that her 

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149 cultural references were different. She associated Black Americans more with mainstream Americans, while she associated herself more wi th Jamaican American in terms of food, music, and religions. Her cultural identity was built up on from her family and community (Rovira, 2008, p. 6 6). But Eralia still felt connected to Black Americans, surround ed by whom she grew up knowledge of AAVE and a stronger connection to Black Americans. H er Black identity made her dedicated to helping B lack students. In her pract icum classroom, she paid much attention to the B lack students, especially those in trouble. She did not want to make excuse for these students and let their troubles keep going on. Instead, she would sit down with the students side by side and explain what the class was doing to them with great patience. Eralia provided an example from her practicum classroom: I saw one of the kids. He was always active in class. He was always kind of off task. One day he was going through his multiplication tables with a t oy. And I working specifically on science like the whole class was doing, he was still doing something, okay, know, not scaring him. Th is is the situation you (teachers) are in, so you need to effectively move within these situations. (Focus group interview) their academic and personal development. With deep love and care, she made great efforts to communica te with the students effectively, learn about the students attentively, and work with the students in the way that best met their learning needs. 

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150 Eralia had a m oderate doubt about her ability to teach EBs because she did not think she was as bilingual as the other three research participants. But she was willing to try her best to by taking advantage all kinds of available resources. She would like to implement individualized teaching methods to help each student develop personally and academically in the way that would best suit them. Moderate Pedagogical Confidence (Focus group interview) , which increased the self doubt on her ability and dampened her confidence to work with the EBs . She felt that teachers could only support the EBs effectively could help her understand why the Spanish English and a ssess their content knowledge fairly (Individual follow up interview), but she doubted if she could do this for the EBs who spoke the languages she had little knowledge about. or caregivers, her in her classroom. Emerging Sense of Agency needs (Bacon, 2020) Eralia aimed to provide equitable education to every single EB. 

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151 The shift swept under the rug. (Focus group interview) Eralia felt a sense of agency to help the EBs i n her classroom with their language and academic development. She did not want them to be ignored because of their minority backgrounds. needs alongside the academic content instruction considering her moderate pedagogical confidence to work with EBs of diverse linguistic background (Bacon, 2020). Therefore, her sense of agency was still emerging and could be strengthened with the development in her knowledge and skills to wo rk with EBs. Language Resource Validation Similar to the other three participants, Eralia chose to be a teacher not because of her language background. She wanted to be a teacher because she wanted to help people. She felt he could imagine what the EBs may be missing in their schooling (Bacon, 2020) , (Focu s group interview). She was critical about the online resources for fear of worsening the s, but also their famil ies . Individualized Teaching Methods Eralia was meticulous about presenting her linguistic and cultural background precisely. In the language portrait, Eralia used brown instead of black to distinguish herself as the descendent of a n immigration family from the Black who were native to America . She was engaged into translanguaging practices in both American English and Jamaican Patois to 

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152 highlight her American born Jamaican identity. Therefore, Eralia took individuality very seriousl y and hated to be generalized and stereotyped. This could also be mirrored into the individualized teaching methods that she would implement in her future classroom. First, she would make every EB in her classroom feel represented and supported in an equi table way. even if stereotype. (Focus group interview) Eralia would like to work closely with each EB and foster their languages and cultures in the classroom. For example, she would invite the EBs to show the English words in their home languages to the rest of the class. Inspired by her for eign language learning experiences, Eralia would make a space for each EB to use their home languages meaningfully in the classroom. She homework, assessments, or meetin gs on their important days. She did not want the EBs to feel interview); instead, their home languages and cultures were equally respected and legitimated in the cla ssroom, which could be tapped to help them succeed in this country. Second, Eralia aimed to create a welcoming and inclusive learning environment where activities that may not include any languages, such as passing the ball to somebody without saying their names (Focus group interview). The EBs could participate in these activities without el less competent because of their developing English proficiency. She tried to mitigate the impact of standard 

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153 English ideology that may result in discrimination to the speakers of non standard variation of English by incorporating extralinguistic resourc es for the EBs to promote their comprehension and communication ( Lucas & Villegas, 2013; Palmer & Martínez, 2013 ). However, individuality was not equal to separation. Eralia would be very mindful of the placement of the EBs and not separating them from th e other students. She referred to her negative experiences of being pulled out in elementary school: I remember I got pulled out for specials one time to go to the guidance counselor and then came back. And I was in Spanish class then. When I went back and the So it would be really bad for any type of pull out. (Focus group interview) inion, to separate the EBs from the rest of the class was a sign of negation detrimental to their social networking and emotional wellness. Third, Eralia would c and caregivers to play English videos subtitled in their home languages or bilingual TV shows at home to u tilize their home languages to learn English. In classroom, she would provide individualized instructions that best suited them. For example: If a student pluralizes uncountable nouns frequently, they could create a running dictionary of new words with a c olumn that indicates whether or not a word is countable. Or teach them the concept of countable words in general and give them the tools (like a google search or dictionary) for them to verify whether or not a word is countable. I believe giving the agency to them and getting them in the habit of finding mistakes before someone else does lessens the paper in ESOL course) Creating a personal dictionary was an example of individua lizing the instructions that development . 

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154 Therefore, the purpose of individualized teaching methods was far from differentiating the EBs from other students because of their home languages and cultur es. Eralia would use them to include the EBs into the classroom community and help them learn and develop in the way that made the best of their linguistic resources and cultural knowledge. Filter: Inadequate Family Engagement One of the contextual factor s that may affect Eralia to adopt individualize teaching methods was inadequate family engagement , which was another filter that could be added into Phase 3 of the Language Ideologies Framework (Bacon, 2020) . To individualize the instructions to the made Eralia refrain from engaging their family was her concerns about harmf ul family beliefs: There are a lot of students from different backgrounds, like EBs. If their parents have harmful beliefs and they pass that down to their kids, or if a kid were to say that, but fly in. (Focus group interview) Eralia feared that the family beliefs and traditions that were not aligned with the mainstream ones might be disruptive to the cla ssroom order. Due to this concern, Eralia was backgrounds and provide individualized instructions accordingly: What if somebody comes in from the foster system kind of very difficult. (Focus group interview) In a word, Eralia worried that the lack of adequate family engagement would hold her implementing the individualized teaching methods to the EBs. 

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155 Chapter Summary academic, and professional lives and presents their understanding of teaching EBs from theory to practice. Specifically, Belicia was privileged for her English proficiency, but she highlighted her Spanish as an indispensable family connection and valuable teaching resource. With heightened confidence in working with EBs, she would like to adopt inclusive teaching methods that would engage a wide range of agents to support the ir learning. Clara felt empowered in her bilingual community after regaining her Spanish ability, but she felt powerless faced by the prevalent monolingual ideology out of her comfort zone. She decided to implement multimodal and multicultural teaching met hods in her future classroom and desired to be an ESOL teacher. Although Daniela connected to the world in Spanish and conducted herself in English, her equitable teaching methods stemmed from the core value of her Dutch heritage. With the affinity to the Jamaican Americans and Black Americans who shared some linguistic or cultural roots with her, Eralia had a n emerging learning. S he tentatively planned to individualize her teaching according to the s backgrounds and learning needs. Through the lens of the Language Ideologies Framework by Bacon (2020), next chapter further discusses what language ideologies were associated with experiences and how such lan guage ideologies served as a mediator that influenced the translation from their lived multilingual experiences in to their teaching practices to EBs. The following chapter also elaborates on the theoretical contribution, methodological inspirations, and pe dagogical implications of this study. 

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156 CHAPTER 5 DISCUSSIONS AND IMPLICATIONS experiences and their understanding of teaching EBs through the lens of language ideology. Based on the Language Ideologies Framework by Bacon (2020), this chapter reveals the language ideologies the BMTCs associated with their multilingual experiences and elucidates how these language ideologies shaped their understanding of teaching EBs. In a ddition, this chapter elaborates on the theoretical contributions to the Language Ideologies Framework (Bacon, 2020), the methodological inspirations to the research on teacher education, and the pedagogical implications to the teacher education programs. Figure 5 1 represents how I made connections to previous literature and the theoretical framework in this dissertation study. 1 Figure 5 1. The representation of making connection to previous literature and theoretical framework in this dissertation study. Photo courtesy of author. 1 This work was painted in fall 1998, when I was eight years old. It i s loquat which can be eaten fresh like fruits. In this painti ng, there are two bunches of loquat fruits connected by a branch. In this chapter, I elaborate on the lens of language ideology. I construct th e discussion connecting to the Language Ideologies Framework (Bacon, 2020) and other relevant literature. 

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157 From Lived Multilingual Experiences to Language Ideologies Bacon (2020) clarifies that lived multili they hold certain ideological stances and identify the factors that affect their agency to be bilingual (p. 177). In other w ord s the sites to unpack their language ideologies manifested in different settings. Having closely examined their lived multilingual experiences, I found three types of language ideologies emergi ng across settings: a deep identification of home languages, an asset based view of multilingualism, and a utilitarian evaluation of standard American English. A Deep Identification of Home Languages All the participants in this study had a deep identific ation of home languages ideologically and affectively. Their home languages constituted their funds of knowledge and carried their heartfelt emotions. Moll et al. (1992) points out that funds of knowledge refer to the cultural ly developed bodies of knowledge and skills essential for household or individual functioning and well media through which the BMTCs learned from their families and maintained affective connections with them. Belicia, Clara, and Daniela unanimously used heart to represent Spanish and the cultures along with it in their language portraits. Belicia explained that her initial values and wisdom stemmed from dichos . The collectivism oriented Mexican culture nurture d her commitment to helping others. Similarly, Clara gained insights from the common phrases in Spanish. Her regaining of Spanish language ability pulling her closer to her Spanish speaking families. She asserted to be profoundly influenced by Puerto Rican culture which valued family yet privacy and used food to show love. Daniela felt that the Spanish language and Cuban culture 

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158 encouraged her to be an extrovert and outwardly loving person. The Spanish language and the heritage cultures shaped the bilingual and bicultural person they were. Belicia, Clara, and Daniela teamed up with the Mexican American BMTC in Athanases et al. (2015) and emphasized the importance of Spanish to affirm their Hispanic identity. Their home language strengthened their connection to their heritage cultures from which they established their basic knowledge and values about the world. language portrait, she drew a small green heart in the middle of the head to represent Jamaican Patois. It was an educational language at home for Eralia because her mom always switched to Patois to educate or discipline her, and it was the language she felt most comfortable and s language portrait, she visualized her another home language Dutch with a blue brain, because it had been molding her political orientations thus the educational values that prioritized equity. This core Dutch cultural value raised her awareness of the li nguistic inequities to the EBs whose home languages were not respected at school (Hernández, 2017). So, Eralia and Daniela demonstrated that their experiences with home languages and heritage cultures set the tones for their teaching philosophies. Aligned with what Varghese and Snyder (2018) found in their study, this study confirmed e, this study evidenced that the lived experiences related to home languages and heritage cultures could further shape their philosophies of education. However, home languages were not only associated with positive experiences. The participants also suffe red from the isolation and exclusion because of their language and culture 

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159 backgrounds. Belicia felt excluded when she was pulled out for ESOL services. Clara and Eralia were questioned due to their difference pronunciations in academic or professional set tings. Daniela felt a little offended when people imposed the stereotype and prejudice about Latinos on her. But such negative experiences did not detach them from their home languages and heritage cultures as many previous studies showed (e.g., Athanases et al., 2015; Athanases et al., 2019; Nguyen, 2008; Weisman & Hansen, 2008). They rebounded from the linguistic violence and injustice (Ek et al., 2013) they encountered in mainstream society and formed a deeper identification with their home languages and heritage cultures. Opposite to the Mexican American BMTCs in Jones et al. (1999), the participants in this study did not feel ashamed of being linguistically and culturally minorities. Instead, they developed English language proficiency while painstaking ly maintaining their home languages, adapted well to the mainstream American culture and committedly preserving their cultural traditions, accepted their American identities as well as their ethnic and heritage cultural identities. An Asset Based View of Multilingualism In accordance with the findings from previous studies (e.g., Athanases et al., 2015; Athanases et al., 2019; Linn, 2011; Maulucci, 2008; Morales & Shroyer, 2016; Szecsi & Spillman, 2012; Varghese & Snyder, 2018; Weisman & Hansen, 2008), th is study reaffirmed that the BMTCs had an asset based view of multilingualism. As a bi/multilingual speaker, all the participants were blessed with diverse communicative repertoires (Athanases et al., 2019) and actively engaged into translanguaging to use their entire communicative repertoires to make meaning and construct knowledge (García & Li, 2014; Li, 2018). Belicia, Clara, and Daniela were skillful in shuttling between English, Spanish, and Spanglish (Canagarajah, 2011) , and selecting and using the mo st appropriate linguistic tools meaningfully and flexibly in certain 

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160 were integrated as an organic entity in the heads. Belicia was surrounded by a bilingual prin t environment at home, which provided the fertile soils for her to experiment translanguaging. She was able to adjust the percentages of English and Spanish in her speech and writing to the family members considering their English language proficiency. Cla ra would switch to Spanish if it could accurately convey the subtle connotated meanings and the nuanced sentimental differences. She used English in cognitive tasks while switching flexibly into Spanish in contemplative activities. Eralia sprinkled a mixtu re of green and yellow dots all over the body to show her frequent translanguaging practices between Jamaican Patois and American English, and it was the common language practice in her family and the Jamaican community. Sometimes her translanguaging pract ices were more subconscious. When she was in an urgent search for a solution to a problem, her Patois would fade in while English would fade out in such situations. Although Daniela did not visualize her translanguaging practices in her language portrait, she grew up in a translanguaging enriched household. Her mother modeled how she used Dutch to increase the efficiency of counting numbers and used Spanish to discipline her behaviors. Her parents spoke Spanish and played Spanish TV shows to maximize her e xposure to Spanish, but they invested substantially into the English learning resources to support her English language development. Such multilingual learning environment gave Daniela the freedom to decide how to use her languages flexibly for knowledge c onstruction. Therefore, through their first hand experiences as a bi/multilingual user, all the participants had a solid knowledge of translanguaging as essential semiotic resources to make sense of their multilingual world (García, 2017). With the appreciation for mu ltilingualism as bi/multilingual speakers, all the participants viewed multilingual competency as a valuable teaching resource, especially to work with the 

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161 students of diverse linguistic and cultural backgrounds (Athanases et al., 2015; Szecsi & Spillman, 2012). Without exceptions, all the participants agreed that their Spanish language ability could support their teaching to the EBs who spoke Spanish. Since Belicia regretted that her parents were not sufficiently engaged into her schooling due to the lack of Spanish language support from her school, she thought highly of the Spanish language ability to better communicate with the Spanish life histories and learning needs from their parents (Szec si & Spillman, 2012), and to engage the that bi/multilingualism was not normalized everywhere from her college learning , practicum teaching, and oversea traveling experiences, Clara came to value her Spanish language ability as a valuable teaching resource which would make her instruction accessible to the Spanish speaking EBs. As a firm advocate for educational equity, Daniela considered her as the representative f or the Hispanic students. In her teaching experiences in the pre school, she provided academic support to the Hispanic children in Spanish to facilitate their content learning and class participation (Morales & Shroyer, 2016). Eralia was confident that her good Spanish language proficiency would help her establish a better understanding of the Spanish speaking Even if not sharing the language and culture background with the E Bs, the participants argued that their experiences as a bilingual and bicultural made them more empathetic to the EBs who may feel isolated and excluded (Varghese & Snyder, 2018). Having been pulled out for ESOL services, Belicia was very likely to share t he same experiences with the EBs who felt 

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162 through these emotional challen ges. Clara would have been developing her teaching tool belt by incorporating her bilingual knowledge and multicultural resources. Even if her tool belt did not p her build a good relationship with the EBs (Weisman & Hansen, 2008) and promote mutual understanding. Despite feeling less representative of the EBs who spoke a language she was not familiar with, Daniela believed her Hispanic background could ease the E started to learn in the mainstream classroom. With the engraved memories of being excluded due to her accent in speaking English at school, Eralia understood the importance of respecting the d. Moreover, the participants held an asset for learning (Bacon, 2020). Clara believed that the EBs could take advantage of their cross linguistic knowledge to develop English vocabulary. Daniela provided that the translations in the Corresponding to the language resource validatio n by Bacon (2020), the participants had an asset A Utilitarian Evaluation of Standard American English The deep identification of home languages and the asset based view of multili ngualism did not thwart the participants from developing their language proficiency in standard American English. Aligned with the definition by the scholars (e.g., Bacon, 2020; Godley et al., 2007; Milroy, 2001; Piller, 2015) , s tandard American English as the English spoken by the White middle class. As the dominant language in the mainstream American academic success, political member ship, economic prosperity, and social mobility in the United 

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163 States (Cross et al., 2001; Farr, 2011; Farr & Song, 2011; Fitzsimmons Doolan, 2014; Fitzsimmons Doolan et al., 2017; Irvine, 1989; Lew & Siffrinn, 2019; Milroy, 2001; Palmer, 2009; Piller, 2015; Skutnabb Kangas, 1996; Speicher & Bielanski, 2000; Wiley, 2000; Wiley & Lukes, 1996). Therefore, standard American English was the primary language the participants in this study conducted themselves in the mainstream American society and realized their a cademic and professional potentials. Belicia traced the outline of her language portrait in blue lines to represent standard American English, which served as the only permit to mainstream American school system and the essential tool to succeed in the st andardized tests. She was aware that the proficiency in standard American English made her Spanish language and Mexican background a plus otherwise a stigma in the mainstream American society. Clara began to develop academic English language skills, espec ially English reading and writing skills, when she was very young at home, which nurtured her initial understanding of the utilitarian purpose of stand ard American English. As the orange hands and feet indicated, she lived her personal and professional lif e predominantly in standard American English. her life. Her parents prepared her substantially in English language skills at home, so she had no difficulty in learning new knowledge and socializing with her peers at school. In standard American English, Daniela learned to behave appropriately in the English dominant society. Eralia grew up mostly in standard American English and her family was very dedicated to improvi ng her accuracy of using standard American English. Although Eralia picked up Jamaican Patois by overhearing the conversations between her parents with their friends, she was 

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164 discouraged from speaking Patois by her family. She knew that English was the leg itimate language she should use to think in mind and to make a life by hands. However, all the participants had been the victims of standard English and English only ideologies. Standard English ideology results in language hierarchy and the discriminatio n to Godley et al., 2007; Milroy, 2001; Speicher & Bielanski, 2000; Wiley & Lukes, 1996). For example, with Caribbean accent in speaking English, Eralia lost her English only ideology leads to a deficit view of the speakers of other languages whose lack of English language proficiency is int erpreted as the lack of intelligence and competence (Bacon, 2020; Bartolomé, 2004; Lew & Siffrinn, 2019). Therefore, Belicia spared no efforts to learn American English when she started formal schooling to strive for the recognition of her academic ability . The parents of Clara, Daniela, and Eralia made them well prepared in English at home to avoid being left behind at the starting line at school. Under the English only ideology, English was the primary medium of instruction (Macedo, 2000; Speicher & Biela nski, 2000; Subtirelu, 2013). Home languages other than English were not encouraged (Skutnabb Kangas, 1996) or at most used as a transitional teaching tool for EBs to learn English and be assimilated into American culture (Garza & Crawford, 2005). Belicia acknowledged that the English only policy and practices spurred her to develop full English l anguage proficiency in no time, but she missed the opportunity to maintain her Spanish language and Mexican culture at school and had to make extra efforts at home. English only ideology also shadowed the significance of other languages as culture carriers . Belicia, Clara, and Daniela were disappointed that their names had seldom been called accurately in Spanish because the English speaking teachers did not see the 

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165 point in learning the Spanish pronunciations of their names. It showed the hegemony of Engli sh over other languages, which was perpetuated by the English only classroom practices. Although the participants had been problematizing the standard English and English only ideologies, the utilitarian evaluation of the standard American English emolliat ed their criticism on these language ideologies, while producing an affirmative view of English as a linguistic capital and an acquiescent attitude towards English as a hegemonic device. In a nutshell, the participants constructed their worldviews and loa ded their emotions on their home languages, thus a deep identification of home languages. Through the first hand experiences as EBs who were actively engaged into translanguaging practices, they developed an asset based view of multilingualism from the lea rner and teacher perspectives. Although consistently grappling with the standard English and English only ideologies, the participants valued standard American English for its utilitarian purposes in mainstream American society. acy for home languages and appreciation for multilingualism were compromised by the dominant standard English and English only ideologies. From Language Ideologies to Teaching Practices Facilitated or hindered by the contextual factors, language ideologie s are translated into teaching practices at varying degrees (Bacon, 2020). The previous section concluded that the may not perfectly correspond to their lived multilingual experiences due to the dominance of standard English and English only language ideologies. practices to EBs. But still, this study attested the weighty connection between language ideologies and teaching practices. The partic asset based view of multilingualism gave rise to their inclination for culturally and linguistically responsive pedagogy to EBs, while the utilitarian evaluation of standard American English 

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166 determined thei r educational goals for the EBs, which needed to be achieved in English. In addition to the factor of perceived practicality listed by Bacon (2020), doubts from parents, inadequate family engagement, and cultural divide also caused the inconsistencies betw een the Culturally and Linguistically Responsive Pedagogy the way that they were all advocating f or culturally and linguistically responsive pedagogy. According to Hollie (2017), culturally and linguistically responsive and mainstream and cultures into their classrooms. Eralia would encourage the EBs to present their home languages to the rest of the class so that they could feel seen in the classroom. She w ould also allow the EBs to use their home languages in certain classroom settings. Similarly, Belicia and in classroom learning. Daniela also proposed to present t classroom print environment to make them feel represented. But going beyond these permissive approaches that only allow home language use in certain classroom settings, Belicia would meaningfully into lesson planning and classroom activity designing to develop their multilingual and multicultural competence (de Jong & Gao, materials in class funds of knowledge. She believed that this could also benefit the English speaking students by broadening their knowledge and worldviews. Eralia would make a way for the EBs to celebrate their cultural traditions by adjusting her teaching schedule. In a word, the participants varied in 

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167 their ways to implement culturally and linguistically responsive pedagogy, but their envisioned teaching practices to EBs were basically aligne d with their deep identification of home languages and the asset based view of multilingualism from the teacher and learner perspectives. Contextual Factors for Partial Translation into Practice With the deep identification of home languages, Belicia and Eralia suggested to engage resources, and cultural knowledge that could inform culturally and linguistically responsive teaching (Garc a & Kleyn, 2013; Lucas et al ., 2014; Wessels et al., 2017). However, some familial factors may disrupt the translation from their language ideologies to their culturally and linguistically responsive teaching practices (Bacon, 2020). Belicia was worried that the parents would doubt a bout her going off the duty as a mainstream teacher: teaching standard American English. In essence, this reflected the profound impact of the predominant standard English and English only ideologies that privileged standard American English as the languag e variety which should be used, taught, and maintained in public education (Bacon, 2020; Godley et al., 2007; Milroy, 2001; Piller, 2015). and traditions were harmful in any ways, she would prevent such beliefs and traditions from entering the classroom to maintain a healthy classroom culture. But Eralia was also afraid that support ed her culturally and linguistically responsive teaching to the EBs. With the asset based view of multilingualism, Belicia and Daniela believed that their bi/multilingual and bi/multicultural backgrounds were valuable resources to design culturally and l inguistically responsive teaching (Sleeter & Milner, 2011). But they feared that the culture divide may disqualify them as a teacher to the students of diverse cultural and linguistic 

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168 backgrounds. Due to her multiracial heritage and well acculturation to m ainstream American culture, Daniela found herself in an awkward position. At the individual level, acculturation means a person adapts to the culture contact settings while maintaining the features of their heritage culture (Berry, 2005). Daniela was too A merican to represent Hispanic and too Hispanic to represent American because she did not fit into the stereotypical images of either Americans or Hispanics. Conversely, Belicia went to the other way around. She worried that the Hispanic disagree with her way of speaking Spanish and Mexican values that may be different from the variety of Spanish they spoke and the values of the Hispanic subcultures they belonged to. Cultural divide prescribes what a culture should look like and keeps diff erent culturally and linguistically responsive teacher to the EBs of diverse cultural and linguistic background. English Oriented Educational Goals Even though the participants claimed to adopt culturally and linguistically responsive pedagogy to work with EBs, their ultimate educational goals for the EBs were still English oriented. This reflected another aspect of their language ideologies, which highly evaluated standard American English for its socioeconomic values (Lew & Siffrinn, 2019). Although Clara hoped to alleviate the hegemonic influence of English in her classroom, her multimodal and multicultural teaching methods were centered around the learning of/in English. She preferred non verbal communication because it would avoid increasing the affective filters (Krashen, pronunciation may harm their motivation and self c onfidence to learn English as a second same consideration. She would provide culturally responsive learning materials for the EBs to 

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169 take advantage of their funds of knowledge in new learning, but the medium to learn the content was still English. Therefore, Clara defaulted to English centered instruction and her educational goals for the EBs were to develop English language proficiency and learn the content knowled ge in English in a less stressful context. She wanted to realize her educational goals as an ESOL teacher. Daniela devoted herself to equitable teaching methods which claimed to acknowledge all the languages and language varieties in terms of their value s for teaching and learning. But it seemed that her equitable teaching methods remained at the superficial level of representing the meaningfully incorporating them into the classroom teaching and learning. She included the E academic settings or for non academic purposes to make the EBs feel seen and included. In her teaching experiences in the pre school, she used Spanish to support the Spanish speaking student to learn the content in English. So Spa nish was a matter of expediency which was used strategically to make the student feel welcomed and make the learning content accessible to the student (de Jong & Gao, 2019). So subconsciously, Daniela prioritized English in academic settings and the use of home languages was a transitional practice to support the learning in English. Her educational goals for themselves in English for the sake of their emotional well being. backgrounds and English proficiency levels. She would encourage the EBs to show the equivalents in their home languages while learning English vocabulary because she wan ted the EBs to maintain the connection to their languages. She believed that the knowledge about the 

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170 and then adjust her teaching. In other word s , she could desi English language proficiency, such as creating personalized English dictionaries. The same as Clara, Eralia would also promot e non was to lead the EBs to find the most targeted way for them to learn English. Belicia could be the language and cultures into the curriculum and lesson planning. However, her inclusive teaching methods may end up with centering around the learning in/of English and mainstream American culture due to the possible doubts from the parents as discussed previously. It is likely that she would compromise in her educational goal for the EBs, which was to collabora te with different of belonging to mainstream American society. To summarize, the educational goals set up by the participants for the EBs were essentially Engli sh oriented, in spite of their efforts to promote culturally and linguistically responsive teaching. However, it is unfair to blame them for reproducing and reinforcing the hegemonic standard English and English only ideologies and practices. Valenzuela (2 017) condemned that such schooling is depriving the students of their languages and cultures as social necessary skills, resources, and conditions for social ascend ency within schools, and ultimately, to help the students succeed in the public education system and to prepare them for mainstream 

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171 American society. Their educat States (Barros, 2016; Gorski, 2011) and accorded with the national interests in terms of unity and productivity (Ellis, 2006; Gallo et al., 2014; Kroskrity, 2004; Macías, 2014; Phillipson & Skutnabb Kangas, 1995; Skutnabb Kangas, 1996; Wiley & Lukes, 1996). To my admiration, these BMTCs as classroom practitioners, they were using their agency to make transformations within the scope of educational policy (Ricento & Hornberger, 1996) by bring languages and heritage cultures into their classrooms. Contextual Factors to Promote Translation into Practice With utilitarian evaluation of standard American English, Belicia and Clara felt obligated indicated that she regarded teaching standard formal English and cor rect English grammar as her duty. Clara explicitly claimed her eligibility to be an English language teacher while questioning the English because they were too young to have a full mastery of academic English language themselves. development as a mainstream classroom teacher (Bacon, 2020). Unanimously, all the participants opposed to the pull out model of ESOL services to the EBs. In the pull out model, the EBs spend part of the school day in a mainstream classroom, and then they are pulled out for a portion of each day to receive instruction in English as a second language ( Rennie, 1993 ). The participants hoped that the EBs could study together with the English speaking students considering their social and emotional development. This also showed their heightened sense of agency to work with EBs because they would like to take the r esponsibility to teach English language to the EBs instead of passing the responsibility to the 

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172 translation from their language ideology that valued the utilitarian purposes of standard American English to the teaching practices that paid equal attention to English language and content knowledge in subject areas. Presumably due to their insufficient teaching experiences compared with full time teachers, they did not mention the restrictive conditions that may pose challenges for such dual purpose teaching practices, including the limit of time and space, and the lack of professional support in English language teaching to the EBs (Bacon, 2020). Theoretical Contributi ons to Language Ideologies Framework The findings of this study enriched the meaning of some factors from different phases of the Language Ideologies Framework by Bacon (2020) and added a new factor to the framework to make it more suitable to investigate scope of personal language experiences by incorporating culture experiences, to broaden the understanding of language resource validation by including the asset language re perception of their being culture agents, and to modify the content of enactment into envisioned as teacher candidates. I also suggest adding a new filter which is family engagement according to the findings. Personal Language Experiences: Inseparable from Cultures This study showed that the experiences with a language would inevitably involve the experiences with the culture that comes along with the language (Mazari & Derraz, 2015). In her highly cited work , Kramsch (199 6 ) provides two definitions of culture: The first definition comes from the humanities; it focuses on the way a social group repr esents itself and others through its material productions, be they works of art, literature, social institutions, or artifacts of everyday life, and the mechanisms for their reproduction and preservation through history. The second definition comes from th e social sciences: it refers to what educators like Howard 

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173 thinking, behaving and remembering shared by members of that community (Nostrand, 1989: 51) (p ara.4 ) . Therefore, in la nguage education, the culture related to the target language includes the material productions (e.g., art and literature) and the ideological constructs (e.g, attitudes and beliefs) shared by the members of the language group. It is widely held that langu age is a part of culture, while some consider language as a way to embody culture content (Jiang, 2000). Either way indicates that language and culture are inseparable. In this study, all the participants recalled their language experiences in conjunction with their culture experiences. When Belicia was using dichos , she was borrowing the wisdom behind them. When she was talking about the Mexican food in Spanish, she was carrying over the traditions of Mexican food culture. Although both Cubans and Puerto R icans spoke Spanish, Clara went against the language norms among Cubans because she disagreed with the values of Cuban culture where women were not treated equally and respectively especially in language use. Daniela expressed explicitly that her use of Sp anglish was a way to claim her Latin background (Zentella, 2008) . The mixture of American English and Spanish reflected the mixture of American and Cuban cultural practices. Eralia insisted on using Jamaican Patois although her parents discouraged her from doing so, because she wanted to distinguish herself from other Black and Jamaican people rather than being generalized and stereotyped culturally the scope o f personal language experiences could be expanded to include the culture experiences g language(s) 

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174 Language Resource Validation: A Broader Asset Based View as Teachers This study confirmed that the BMTCs held an asset languages as resources for learning, but also t heir own languages as resources for teaching. It joins the body of research which found that BMTCs tended to have appreciation for their bilingualism as a teacher (Athanases et al., 2015; Athanases et al., 2019; Linn, 2011; Morales & Shroyer, 2016; Szecsi & Spillman, 2012). All the participants were confident that their Spanish language ability could benefit the Spanish communicate with the EBs more effectively and provide the academic support in the language the EB s were familiar with. As the only one who had ever received ESOL services, Belicia felt her first hand experiences made her more empathetic to the academic, social, and emotional challenges the EBs may encounter to study in American school system, so she c ould give the hand language gical orientations, it could be helpful to broaden the meaning of language resources validation to include their view of their own languages as teaching resources. validation, I would interpret he teachers hold an asset languages as resources for learning or an asset based view of their own languages as resources Perceived Practicality: Eligibility to Be Culture Agents This study evidenced that other th an to be a language teacher, the BMTCs also pondered over their eligibility to be culture agents. This also influenced to what degree their language ideologies would be translated into their teaching practices. As discussed previously, language and culture are inseparable. Kramsch (1996) as well as Mazari and Derraz (2015) noted that 

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175 teaching a language entails teaching the deep culture values. This suggests that a language teacher should also take the role of being culture agents. Besides the perceived pra cticality as a language teacher (Bacon, 2020), the BMTCs in this study were also concerned with whether they were able to represent the culture that came along the language they would be teaching/using. Belicia feared that her Mexican background was not su fficient to represent other branches of Hispanic culture. Due to the well acculturation into mainstream American culture, Daniela felt that she could not represent the typical Americans or Hispanics by not conforming to the stereotypical images of either o f the cultures. Eralia emphasized individuality and stayed alert not to fall into the cultural stereotypes, so she would refuse to represent anyone but herself. Even though these BMTCs believed that culturally responsive teaching would benefit the EBs, the y doubted the practicality to do so, for they felt insufficient of their cultural backgrounds. Thus, I proposed to incorporate the eligibility to be culture agents into the filter of perceived practicality in the study of the relationship between the BMTCs More Filter: Family Engagement their teaching practices have been corroborated by previous studies on teacher language ideologies (e.g., Fitzsimmons Doolan, 2014; Henderson & Palmer, 2015; Lew & Siffrinn, 2019; Martínez, 2013), and this study identified another filter that could explain such inconsistencies. It is family quality language support, but s he may withdraw from implementing culturally and linguistically responsive pedagogy if the parents gave dubious feedback on her teaching. Eralia hoped to 

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176 family family if their values and traditions were harmful and disruptive to the mainstream classroom. Therefore, family engagement may bring some uncertainties for the teachers to implement their language ideologies into their teaching practices. So, I would add family engagement into the filters, which I explain In the original Language Ideologies Framework by Bacon (2020), he paired each filter with one indicator of the pedagogical orientations: pedagogical confidence with content area relevance as filter; a gency with perceived practicality as filter; and language resource valid ation with policy interpretation as filter . However, this study finds that there may not be the one to one correspondence between the pedagogical orientations and the filters . For example, Be licia may decrease the language resource validation on her Spanish under the doubts from the parents, which may further harm her pedagogical confidence to work with Hispanic EBs. Eralia expressed that inadequate family engagement may affect her confidence and agency to teach the EBs English language and content area for the lack of the knowledge about their languages and cultures. Therefore, this study evidences that different filters tend to work together to influence the translation from pedagogical orien tations to teaching practice. Enactment: Envisioned Practice as Teacher Candidates As new teacher candidates, the participants in this study were still at the very early stage of their teaching career. They may lack the knowledge about EBs due to their la ck of direct working experiences with the EBs (Athanases & de Oliveira, 2011; Cochran Smith & Villegas, 2016; Garc a & Kleyn, 2013; Lucas et al., 2014; Villegas et al., 2017; Villegas et al., 2018; Wessels et al., 2017). As teacher candidates, they had li mited authority to decide what and how 

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177 to teach in their practicum classrooms, hence few opportunities to experiment different pedagogical strategies in real teaching contexts (Cochran Smith & Villegas, 2016; Villegas et al., 2018). Consequently, to invest reasonable to focus on their envisioned teaching practice. The envisioned practice may be inconsistent with their actual teaching practice in future classrooms, considering the contextual f actors such as content area relevance and policy interpretation (Bacon, 2020), but it could virtually reflect their language ideologies. A Modified Language Ideologies Framework Figure 5 2 . A modified version of language ideologies framework . In sum, th is study developed the Language Ideologies Framework (Bacon, 2020) by enriching the interpretations of personal language experiences in Phase 1, language resource validation in Phase 2, perceived practicality in Phase 3, and the teaching practice in Phase 4. It also identified a new contextual factor that is family engagement in Phase 3. As stated previously, the modified Language Ideologies Framework disrupts the one to one 

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178 correspondence between the indicators of pedagogical orientations and the filters t o make it more flexible in explaining the relationship between the pedagogical orientations and the teaching practice. Figure 5 2 illustrates what the Language Ideologies Framework looks like by incorporating these new additions. I believed that the modif ied version of Language Ideologies Framework initiated by circulated throughout their lived experiences, pedagogical orientations, and their envisioned teaching practice f iltered by contextual factors. Methodological Inspirations to Research on Teacher Education The research process of this study provided methodological inspirations to the future research on teacher education. It exemplified how arts based approach enabled the BMTCs to represent their lived multilingual experiences in a complex and nuanced way; su stained their self examination on their experiences through the ongoing and collaborative efforts in arts creation; facilitated the knowledge construction about their language ideologies by inviting a wider audience to contribute; democratized the research process by distributing the power to the researcher, the participants/artists, and the audience; and opened a door for critical research on education. A Comprehensive Representation It has been commonly accepted that arts could enable us to express somet hing that is hard verbally describe their translanguaging practice s, which were very fluid and dynamic. However, they used artistic devices to present the fluidity and dynamics very effectively in their language portraits. Belicia mixed the blue and green dots in varying sizes in the head to represent her 

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179 translanguaging practices in English and Spanish. As an audience, I felt that the dots in different colors were constantly colliding to each other. The varying sizes produced a visual effect that the ynamic her translanguaging practices were. Clara colored the head in both green and orange to represent her translanguaging practices in English and Spanish. In the individual follow up interview, she stressed that it was hard to explain how the two langua ges were working simultaneously in her mind to make meaning, but the curved boundaries spoke louder than words. It denoted the fluidity of her language use. Eralia selected brown purposefully to show her Black identity. Literally, she should use color bla ck instead of color brown in common sense, but her selection of brown revealed her intention to emphasize her individuality as a Black and Jamaican American who had unique culture references. She felt that brown was her real skin color, and she was disappo inted that people tended to generalize her identity because of her darker skin color. In a word, arts provided an avenue for the participants to share the unspoken inner thoughts, ideas, impulses, and memories which they may not be able to verbalize in la nguages (Chilton et al., 2015). It could be something they found indescribable verbally or something that they feared to say because of the universal beliefs. Therefore, this study demonstrated that arts based approach could facilitate the bilingual teache rs/teacher candidates to construct a more comprehensive representation of their language and culture experiences. It enabled them to visualize the fluidity and dynamics of their language use as bilingual speakers and emancipated them from the fixed and dic tatorial way of viewing and presenting the world to a large extent (Barone, 2008). 

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180 An Ongoing and Collaborative Inquiry What distinguishes arts based approach from other research methods is that it systematically uses artistic processes and expressions as the primary way of representing and understanding the actions and experiences of the research participants (Diamond & Mullen, 1999a; Leavy, 2017a; Lenette, 2019; McNiff, 2008; McNiff, 2017; Mulvihill & Swaminathan, 7). That is to say, the creation of arts is a way of inquiry of our lives (Sergers et al., 2021). Compared with traditional scientific inquiries, arts based approach could deepen the inquiry because we could make meaning incorporating our senses and emotio In this study, I valued improvisations, which were at the core of artistic inquiry and arts based research (Sajnani, 2012). I encoura ged the participants to edit their language portraits at guarantee ing the openness for the participants to explore, negotiate, hesitate, and problematize when they were reflecting on their lived multilingual experiences along the way. In this study, the improvisations were mainly provoked by the collaborative efforts among the participants and with the researcher (me). During the focus group interview, Belicia filled the body with more green dots and circled the head in blue lines, which she had been debating in her original creation. She realized that Spanish language and H ispanic identity were much more deep rooted and saturated inside her than she originally thought, and English came first in any ways from food and it set her off to talk about her experiences with Cuban food culture. Eralia had been insisting that Spanish and French had little influence on her identity, so she did not include them 

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181 into her language portrait. But after our conversations in the individual follow up i nterview, she decided to add these two languages and provided sound reasons. Therefore, the creation of the language portraits was a collaborative effort among the participants and with the researcher, which had been fueled by the conversations and reflect ions. As an arts based researcher, I had been actively engaged into the artistic inquiry (McNiff, 2008). I created a visual profile for each participant and had been editing them as my knowledge about the participants was developed. I also had been seekin g advice from the participants about how I could improve the visual profiles to present their background in a comprehensive and precise way. This was another ongoing and collective artistic inquiry between the participants and the researcher in this study to construct a diverse, complex, nuanced understanding (Barone, 2008) of their lived experiences. For example, Eralia did not count AAVE in her linguistic repertoire, neither in her language portrait. I learned from one of her reading reflections in my ESO L course that she might know some AAVE, so I included it in the visual profile I sketched for her. Eralia was a little surprised when she saw AAVE in her visual profile, but then she began to recollect her memories about AAVE. She recalled that her sister spoke AAVE very often to her, so she had a good understanding of AAVE and was able to use it in texting. After this conversation, I added an ear to indicate that she had more receptive than productive skills in AAVE. In her Teaching Position Paper in my ES visual arts, Eralia became a co creator as well as a co researcher in this artistic inquiry (Wang et al., 2017) during w hich we collaborated to create a panorama of her multilingual life. In this study, arts were mainly used as a tool to elicit narratives and conversations. The 

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182 to continuously reflect on their diverse and complex multilingual experiences. A Well Supported Validity Claim Arts are accessible to diverse group audiences (Cahnmann Taylor, 2008; Lenette, 2019; Wang et al., 2017) who could jointly contribute to a well supported validity claim. In true to what occurred, claims that the analysis performed on the data was conducted correctly, and claims that the conceptual basi study, I included the audiences from a wide range of personal and professional backgrounds to help me decode the language portraits and make sure that my data analysis was conducted fairly. They included the professionals and the layman to the field of ESOL and bilingual education. My partner and my friend were insider audiences considering their multilingual and professional backgrounds. My partner harnessed her knowledge about the mainstream tea cher candidates and interpreted the language portraits with the support of the scholarly work in the field of ESOL and bilingual education. My friend provided her interpretations of the language portraits based on her knowledge about the EBs constructed fr om her extensive working experiences with them. More impressively, both my partner and my friend took this opportunity to empathize with the participants by referring to their own multilingual experiences, to reflect on their classroom teaching to the stud ents of diverse backgrounds, and to envision their family language policies and practices to their future children. Arts could have a large scale social effect on the audiences to stimulate their critical reflection and active transformations (Finley, 2018 ; Gerber & Myers Coffman, 2017; Lafrenière & Cox, 2012). My parents and Mr. William Dunn were outsider 

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183 audiences because of their language and professional backgrounds, but they provided very constructive and creative interpretations of the language portra its, which helped me identify my subjectivities, assumptions, and biases as an insider researcher and teacher educator in my analysis. multilingual experiences and render t he most valid interpretations of their experiences from all ideologies which received the consensus among the audiences. For example, my partner, my friend and my parents had no doubt that all the participants loved their home languages and cultures deeply judging from their ways to visual ize their home languages in the language ideologies from the deep identifications of home languages, the claim I was most confident in due to the well supported interpretative validity achieved by the audiences (Rolling, 2010). Owing to the accessibility of arts, I was able to include a wider aud ience of diverse linguistic, cultural, and professional backgrounds to this knowledge construction process to improve the rigor of this study (Bhattacharya, 2009). language portraits and my discussions about their language ideologies. My partner questioned my statement of the utilitarian evaluation of standard American English. She argued that some participants also had deep identification of English. For example, she interp reted that Belicia used blue lines to cover the body because she preferred to be recognized as a native English speaker which she was prouder of. I did not include her interpretation into my discussion because Belicia did not mention this, and other audien ces did not interpret it this way. Resonated by the 

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184 interpretations by my friend and my parents, my interpretation was directly generated from how interview). Although I chose to go with what the participants explicitly said and how most of the audiences interpreted, I do not want different voices unheard. I truly welcome other audiences continuity of dominant paradigms of thought The arts based approach promoted the dissemination of this study to a broader social context and increased the potential to incorporate more audiences to this joint endeavor to construct knowledge and cre ate empathetic resonance among a larger group of people (Chilton et al., 2015; Gerber & Myers Coffman, 2017). An Inclusive Epistemology Overall, arts based research is epistemologically inclusive (Eaves, 2014; Fordon, 2000; Leavy, 2017a; Leavy, 2017c). In data rendering of this study, the arts based approach afforded the participants a large reservoir of semiotic resources to represent the fluidity and dynamics of their lived multilingual experiences and the subtleties and nuances of their feelings and und erstandings of teaching. It also included both the participants and the researcher in the process of generating data through ongoing and collaborative art creation. In data analyzing, arts based approach included the participants, the researcher, and the a udiences and distributed each one the power to construct the knowledge about the participants, themselves, and the broader society. In this arts based research, the participants visualized their lived multilingual experiences in an accessible and meaningfu l way, which engaged the researcher, the audiences, 

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185 and themselves into critical conversations to communicate the knowledge about multilingualism, to deepen the understanding about teaching, and to seek for the transformation in education. A Promising Meth odology for Critical Research Arts based approach is a promising way to critically examine the issues in education. the responsibility of the researcher to over tly engage in political activism and even to use their that the participation of the audiences into such critical research practices could help the researcher to identify the covert injustice and inequity in education and call for fundamental transformations. blue. She felt that Daniela subconsciously worshipped the local European languages for she represented Dutch in head, while marginalizing Spanish in hands and feet b ecause it was spoken by a large population of non more reverence for Dutch than Spanish. My partner asserted that such representations illustrated different from how she described herself. H e thought that Spanish was the first thing people would notice about Daniela because her hands and feet in red were exposed outside, and people could visually see t hem. He interpreted that Spanish was the language Daniela used to conduct herself and make a living with, while English was largely absent in her life, as it was hidden inside the body. M y friend believed that Clara was deeply identified with her Hispanic background, but she was a little confused with the vine added by Clara because it made my friend an opposite feeling about her language portrait. My friend felt that Spanish was only a decoration for her, 

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186 while English constituted the essential body parts , namely the hands and feet. So, my friend inferred that Clara had internalized the language hierarchy which privileged English more than Spanish in her mind. These interpretations by the audiences were different from what the participants explicitly clai med, but they made sense in some ways from my perspective as a researcher and an audience. This study showed the possibility to use arts to problematize the deep rooted injustice and systematic inequities embedded in social structures which could be too in ternalized for the research participants to be aware of but could be purposefully or accidentally represented in their arts creations. Arts based research interrogates the dominant truth claims and ing and presenting the world (Barone, 1995; Barone, 2008; Leavy, 2017b; Lenette, 2019; McNiff, 2008; Mullen, 1999; Mulvihill & Swaminathan, 2019; Rolling, 2017). Therefore, arts based approach research could promote deeper understanding (Eisner, 2007; Gerb er & Myers Coffman, 2017; Lafrenière & Cox, 2012) and elicit social transformation (Finley, 2018; Springgay et al., 2005), which may be obstructed by the dictation of the universal beliefs otherwise. Pedagogical Implications to Teacher Education Programs In addition to the theoretical contributions and methodological inspirations, this study implicated how to prepare BMTCs for the best interests of EBs and themselves in the teacher education programs. Lucas (2011a) listed three essential elements of teache r education programs, which are curriculum content, program structures, and program coherence, and this study provided concrete suggestions on each element. Curriculum Content According to Lucas (2011a), teacher education curriculum should equip the teach er candidates with the knowledge and skills to work with the EBs. This study affirmed that the 

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187 BMTCs had the important language resources and valuable culture knowledge (Mora Pablo et al., 2015; Villegas Torres & Mora Pablo, 2018) which could be utilized t o work with the students of diverse linguistic and cultural backgrounds. And this study showed that the reflection on their language experiences could make the BMTCs fully aware of their linguistic potentials to work with EBs. Scholars have suggested the t eacher education curriculum to include the assignments such as a descriptive review of their language practices in practicum teaching (Garc a, 2017) or an autobiography focusing on their language histories and journeys (Cochran Smith & Villegas, 2016; Esp a a et al., 2019; Villegas et al., 2018) to examine their linguistic repertoires in use and identify their language resources. This study experimented with the language portraits to facilitate the BMTCs to examine their language experiences and demonstrat ed that such arts based activity was productive in deepening their reflection on their language experiences by eliciting personal narratives and initiating collaborative conversations (Busch, 2018). Therefore, in addition to a methodological tool for arts based research, language portraits could also be incorporated into the teacher education curriculum as a meaningful learning activity. It could help the BMTCs reconstruct their knowledge about EBs, language acquisition, translanguaging practices, and socia l justice issues in education based on their own experiences as an EB and a bilingual teacher candidate. BMTCs are considered to be naturally capable of working with EBs through culturally and linguistically responsive teaching (Sleeter & Milner, 2011), and this study confirmed that the They also provided a wea lth of insights in terms of lesson planning and activity design. However, this study indicated that some familial factors may dampen their passion for culturally 

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188 and linguistically responsive teaching. So, this study reinforced the necessity for the teache r education curriculum to provide the teacher candidates with the opportunities to directly contact backgrounds could afford the teacher candidates the language and culture resources they need to design culturally and linguistically resp onsive their family expectations and aspirations. Program Structures organize the learning experiences to enact the curriculu end, scholars have called for the collaboration across institutional and professional boundaries including the collaboration between mainstream teacher candidates and bilingual program teacher candidates (Lucas, 201 1a), between teacher educators in mainstream and bilingual education (Lucas, 2011a; Villegas, 2012), between teacher educators from different content areas (Lucas, 2011b), and between mentor teachers in K 12 schools and teacher educators in higher educatio n (Athanases & de Oliveira, 2011; Lucas, 2011a; Lucas, 2011b; Lucas & Villegas, 2013). The collaboration across institutional and professional boundaries can connect coursework with practicum teaching effectively and facilitate the teacher candidates to te ach content and language simultaneously. This study foregrounded the collaboration between the mentor teachers in practicum classrooms and the teacher educators in the universities, or between the K 12 schools and the teacher education programs. Belicia wa s assigned by her mentor teacher to interpret for the Spanish speaking student individually, so she lacked the opportunity to implement her inclusive 

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189 teaching methods classroom wide. Clara had to accept the English version of her surname invented by her me ntor teacher, so she missed the moment to introduce her language and culture to the students. Eralia was concerned with the doubt from her mentor teacher about her eligibility to be a teacher because of her accent of speaking English. Daniela was disappoin ted that she did not have any EBs in her practicum classroom in the semester when this study was being conducted. It seemed that the BMTCs in this study did not benefit from a good modeling of teaching EBs by the mentor teachers (Athanases & de Oliveira, 2 011; Catalano & Hamann, 2016; Lucas, 2011a; Lucas & Villegas, 2011; Lucas & Villegas, 2013; Villegas & Lucas, 2011) and lacked the opportunity to experiment with their ideas about culturally and linguistically responsive pedagogy in the authentic teaching contexts. Therefore, this study indicated that teacher education programs may need to seek for more professional support from the K 12 apply their teaching ideas to the students of diverse backgrounds. Program Coherence Program coherence refers to the coherence across program vision, guiding principles, curriculum content, assignments and activities, course instruction, practicum teaching experiences, program and in stitutional structures, and community and professional contexts (Athanases & de Oliveira, 2011; Lucas, 2011a; Lucas, 2011b; Villegas et al., 2017). This study based view of multilingu alism should be consistently promoted throughout the teacher education programs including any other stakeholders. Although the BMTCs in this study have a deep identification of home languages and an asset based view of multilingualism, they tended to defau lt to English centered teaching practices (Banes et al., 2016; Gallo et al., 2014; Lew & Siffrinn, 2019; Macedo, 2000; Speicher & Bielanski, 2000; Subtirelu, 2013) and made English oriented 

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190 educational goals for the EBs. Such teaching practices reflected t he mandatory and direct impact by the educational policies. Villegas and Lucas (2011) pointed out that the educational policies restricting language use due to political concerns subtly leads the mainstream teachers to default to English centric approach. Additionally, few school/state education policies attach sufficient and explicit attention to EBs and culturally and linguistically responsive pedagogy (Catalano et al., 2019). The educational policies were dictated by the English only ideology and the ant i immigration sentiment that have been predominating in public discourse all over the United States (Catalano et al., 2017; Espa a et al., 2019; García & Li, 2014). To combat the dominant English only ideology, teacher education programs could start from normalizing culturally and linguistically responsive pedagogy (Lucas, 2011a) in ESOL related courses. For example, Catalano (2014) suggests engaging the teacher candidates into multicultural activities, such dancing and painting, to provide them with inter cultural experiences. And then teacher education programs could gradually engage more courses and faculty into these shared norms about culturally and linguistically responsive pedagogy (Lucas, 2011a). The ultimate goal is to reach across teacher education programs, as well as across the institutions to guide the teacher candidates to work effectively with EBs. In brief, this study suggested the teacher education programs include different reflection tool , such as language portrait, for the BMTCs to examine their language practices and resources which could be beneficial to the teaching of EBs. They should also help the teacher candidates construct a good knowledg study highlighted the collaboration between the mentor teachers and the teacher educations or between the K 12 schools and teacher education programs to connect the coursework content 

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191 effect ively to the practicum teaching. Eventually, this study hoped that the teacher education programs could achieve a program wide coherence that values and promotes multilingualism and multiculturalism in public education. Chapter Summary This chapter unrave experiences and their understanding of teaching EBs through the lens of language ideology. Their rich experiences with different languages and cultures nurtured their deep identification of home lan guages and asset based view of multilingualism, hence their dedication to culturally and linguistically responsive pedagogy. Their academic and social successes resulted in their utilitarian evaluation of English, and then their English oriented educationa l goals for the EBs. However, their language ideologies were not directly translated into their teaching practices because of the contextual factors that either hinder ed or promote d this process. Additionally, this chapter elaborates on the theoretical con Framework by enriching the interpretations of some factors and adding new a factor. This chapter also illuminates the methodological inspirations of arts based approach for the research on teacher edu cation due to its epistemological inclusivity and potential for social transformation. Finally, this chapter suggests the teacher education programs adopt new learning activities, enhance the collaboration between the mentor teachers (K 12 school) and the teacher educators (teacher education programs in higher education), and promote multilingualism and multiculturism program wide. 

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192 CHAPTER 6 EVALUATIONS AND ENVISIONS This chapter conducts a quality evaluation of this arts based research project at this phase of study, shows the promising directions for the future studies on teacher education, and creates a sustainable plan to continue this research project in the next phases. Figure 6 1 represents my goal s in this final chapter. 1 Figure 6 1. The representation of the goals of this final chapter. Photo courtesy of author. Phase d Evaluations of This Study At the end of this phase of study, I used the meta framework created by Lafrenière and Cox (2012) to assess the quality of this arts based research project. There are three sets of criteria in this framework : normative criteria , substantive criteria , and performative criteria . This framework helped me summarize the accomplishments and identify the limitations of this study at this phase. 1 I painted this work in summer 1999 when I was almost nine years old. The cat in the picture has a strong tail as what I expect for the conclusion o f a good dissertation. The writer and historian Tao Zongyi from Yuan Dynasty pointed out that good writing should have a beautiful and appealing beginning 

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193 Normative Criteria Normative criteria require the data collection and analysis to accurately represent the meanings of the research participants (Lafrenière & Cox, 2012). There are two categories of normative criteria: methodological criteria and ethical criteria . Methodological c riteria Methodological criteria include four criteria: appropriateness , clarity , reliability , and rigor . First, language portrait has been proved to be an appropriate arts based method to range of semiotic devices to bridge the bodily and emotional dimensions of their languages and connect their inner and outer world (Schulz, 2005) in which they used different languages. Second, this study was clear and transparent in the research process. Chapter 3 provides great details about how to identify and recruit the part icipants, how to collect different types of data, and how to analyze different types of data step by step. To improve reliability, I conducted individual follow up interviews and kept informal communications with the participants to make sure that their me anings and feelings were interpreted accurately. I only used the primary data sources, namely the data originally from the participants, such as their coursework assignments or the photos provided by themselves, so that the reliability of the information c ould be verified (Lafrenière & Cox, 2012). The member reflection and peer debriefing increased the rigor of this study and decreased my subjectivities, assumptions, and biases. Ethical c riteria Ethical criteria encompass six criteria: access to data , anon ymity , assessment , authorship , harms and benefits , and integrity . In this study, the creators of the artwork were the initial created a pseudonym for each p articipant and removed their names from any sources of data to 

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194 preserve the anonymity of the participants. I felt that I could have been clearer about my assessment on each language portrait to the participants and the audiences. I kept a data analysis jou rnal and taking notes when I was assessing each language portrait, but I did not inform the participants and the audiences of how I assessed the work. That is to say, in the data analysis processes, I as the researcher had more power over the participants and the audiences. Supposed to be the co researchers, the y may be unknowingly misled by my subjectivities, assumptions, and biases in data analysis. This was one of the limitations of this study. The participants had the full authorship of their language portraits, although the language portraits were collocative work. I respected the rights of the participants to withdraw from this study at any moment without any forms of penalties, which was explicitly stated in the informed consent form (Appendix D). Al so as stated in the informed consent form, there were no potential harms or no direct benefits to the participants. But I had expected that they might have the experiences of being isolated or discriminated as a language minority student at school (Bacon, 2020; Barros, 2016; Fine et al., 2020; Seltzer et al., 2020; Skutnabb Kangas, 1996; Snow & Hakuta, 1992; Wiley, 2000; Wiley, 2014; Woolard & Schieffelin, 1994), which could arouse their negative emotional reactions. To attend to their vulnerability, I trie d to create a safe and welcoming environment for the focus group interview and kept a close eye on their emotional fluctuations during the interview. I also provided them with the opportunity to frankly express their thoughts and feelings in the individual follow up interviews and informal communications. When listening to their stories, I tried to sympathize and empathize with the participants referring to my lived experiences as a bilingual learner. To show my hearty gratitude to the participants, I provi ded compensations to the participants at the end of this phase of study. With the trustworthy relationship between the participants and myself, I believed that their language 

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195 toires to their best ability , and their accounts of their lived multilingual experiences were authentic and genuine. Substantive Criteria based work, be they technical or artist arts based research which involves artistic forms. Technical c riteria Lafrenière and Cox (2012) posited that a quality artwork should demonstrate the technical skills related t o that artistic form. This study used language portraits, a form of visual art (Wang et al., 2017). The creators/participants displayed the skills in precision and proportion in their work (Lafrenière & Cox, 2012). For example, in terms of precision, Belic ia was very precise in where to enclose blue lines and where to fill green dots in what size. Eralia was very careful of her selection of color brown to precisely represent the uniqueness of her Black identity. For proportion, Clara drew proportional face features and other added elements, such as the helmet, the heart, and the vine. Daniela drew a very realistic brain in proportion to the head and the body, showing her personality to be very logical. Although I did not require the participants to be skillf ul in these artistic techniques, their language portraits came to meet the technical criteria for quality artwork. Artistic c riteria Artistic criteria are interwoven with the technical criteria, which address the composition, creativity, originality, and the thematic unity of the artwork. Originality could be guaranteed because the participants were the only creators who actually drew the work. But as mentioned in Chapter 3 , I was worried about the creativity of the language portraits. To help the partici pants understand what they were expected to do with the language portraits, I provided four examples 

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196 (Appendix F) from my pilot study as illustrations. I found that the participants tended to refer to the examples when creating their own, so I put the exam ples away in the middle of their creating. I could see some assemblances between the examples and the ones created by the participants in terms of how they presented different languages, such as the layout and the added elements. Maybe not providing exampl es could inspire more creativeness from the participants and reduce restricted creativity in the creation of the language portrait could be another limitation of this study. Performative Criteria Performati ve criteria refer to the impact of artwork and the effect on the audiences (Lafrenière & Cox, 2012). There are four main performative criteria: emotions/feelings , understanding , response , and change . Emotions/Feelings The language portraits in this study generated strong emotions/feelings among the editing theirs to represent their linguistic repertoires in the way that best visualized their emotions and feelings rel ated to each language. The audiences, such as my partner and my friend, they were spurred to sympathize and empathize with the participants and started to reflect on their multilingual experiences and examine their teaching practices. The artwork in this s tudy proved to be effective in provoking emotions and feelings among a diverse group of people. Understanding The language portrait s in this study helped the participants, the researcher, and the over the linguistic and cultural resources they had, and realize the injustices and inequities they had been suffering as a minority language speaker. Clara was shocked by the experiences of the other three participants because 

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197 she had never encountered an y isolations and exclusions in her hometown. Belicia let us know the experiences and feelings of being placed in ESOL program, which seemed to be more nagging to the EBs socially and emotionally than we initially thought. Learning from the language portrai ts, my partner and my friend began to think about how they would handle different languages and cultures in their family education to their children. Although my parents were outsider audiences, they were amazed by the complexities and diversities of the p multilingual world which they had little knowledge about. Therefore, the language portraits developed the understanding of each other to a large extent. Response The language portrait itself could be accessible to most of the audiences, but people who are color blind or have other visual impairments may find it less accessible. Additionally, this study did not take the non English speaking audiences into considerat ion. For example, my parents did not understand English, so I explained the legend and notes that came along with each language portrait. However, my explanation may inadvertently disclose my feelings and interpretations of the work, which may sway my pare this study report was written in English, which could be less accessible to the speakers of other languages. Thus, the artwork in this study lacked the response to the audiences who could not visually access to the work and who did not speak English. This was a limitation of this study. Change As discussed previously, the artwork in this study moved the audiences to change in multilin gual speakers and enriched the knowledge about the BMTCs and the EBs of my partner, my friends, and myself as a researcher and practitioner in teacher education. It also encouraged 

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198 the educational practitioners to reflect on their current teaching practice s and make transformations in their classrooms to promote educational equity and social justice. Overall, this study meets most of the criteria in the meta framework proposed by Lafrenière and Cox (2012), but it still has some limitations which may weaken the ethical grounding, reduce the artistic value, and restrict the access ibility to this arts based research. Directions for Future Studies This study informs the future studies to use language portraits as an artistic inquiry to understand the personal and professional identities of bilingual teachers/teacher candidates. In this study, the BMTCs visualized their linguistic repertoires in the language portraits and reflected on their multilingual experiences based on their language portraits. Through the narratives and conversations initiated by the language portraits, this study further investigated the revealed how language ideologies mediated the experiences and histories ( Chik et al., 2019; Coffey, 2015) and manifest their language ideologies. Additionally, this study also found that language portraits could be a productive tool the sense of self in a given context (Gee, 2000; Moje & Luke, 2009; Norton, 2010). It has been widely demonstrated that identity is constructed and negotiated through language and literacy le socially significant his/her social roles (Goffman, 1959). Moje et al. (2008) found that reading and writing are valuable communicative media for the a dolescents of minority racial groups to enact their identities. Anderson and Chung (2014) showed that the identities of the Arabic adolescents in 

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199 London were reflected through the creation of artworks. Consequently, identity construction and negotiation could be unf The participants in this study visualized their linguistic repertoires in the language portraits based on their feelings and sense of themselves when speaking the languages. Belicia represented English with the blue lines outside the body outline because she felt English was at the surface level and less ingrained into her core identity as a Mexican descendent. Clara drew a big blue heart and big blue head to highlight her Boricua identity, for w hich she spared no efforts strong affiliation to Hispanic community when engaging to Spanglish practices. Although Jamaican Patois only occupied a small area in th and conformed to its linguistic forms to claim her Jamaican American identity. This study demonstrated that future studies on teacher education could use language portraits to explore the personal identitie s of bilingual teachers/teacher candidates through their ways of visualizing their shforth, 2000, p. 35) related to language and culture. Furthermore, language portraits could be illuminating to the research on teacher professional identity. Teacher professional identity usually refers to the way that teachers view and understand themse lves as teachers (Mockler, 2011). It constitutes the core of the teacher identity (Ashforth, 2000, p. 38), language portraits could be a backdrop which reveals the undertone of a 

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200 on the professional identities of bilingual teac hers/teacher candidates starting from their personal identities. A Sustainable Research Plan This dissertation was not the end of this arts based research project. Bacon (2020) not be a linear process. In implemented in the teaching practices at varying degrees due to the contextual factors. However, teaching practices are not the end of t his process; it would circle back to become part of the (Figure 6 2 ideologies are continuously interplaying and impacting each other. Figure 6 2 . Language ideologies framework as cycle . (Bacon, 2020, p. 184) A Longitudinal Commitment The Language Ideologies Framework cycle illuminates the next phase s of this research project. I 

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201 and in their future classrooms, especially their teaching practices to the EBs. With more teaching practices, the participants are likely to alter their language ideologies. I would continue the artistic inquiry to co construct the trajectories of the development of their language ideologies in collaboration with the participant s. I also plan to recruit more teachers, teacher candidates, and teacher educators with diverse linguistic and cultural backgrounds into this study, such as the English language teacher candidates from China in my pilot study. I believe a larger pool of bi /multilingual educators could provide more possibilities for us to entangle their experiences (Springgay et al., 2005), to examine our stereotypes, and to problematize the dominant ideologies. Empowered by Technology To facilitate the artistic creation in the long term, I plan to convert the language portrait into an electronic form, so that the participants have more freedom to add, delete, or change anything as their experiences are enriched, their ideologies are developed, and their practices are modifi ed. I would make this possible via a visual collaboration platform called Miro . This online platform enables both the participants and the researcher (me) to access to the language portraits without the limit of time and space. Before each editing by the participants, I would save a copy of each language portrait as a record. This would facilitate the retrieval of their lived experiences rela ted to languages, thus the trajectories of language ideologies. I also plan to make the visual profile of each participant electronically via Miro. It could be another artistic inquiry parallel with the language portraits, but it encompasses the general ex periences of the participants, not only the experiences related to languages. This study showed that the visual profiles were able to misunderstandings about the participants. So, I would keep working on the visual profiles with 

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202 the participants to support the investigation of their lived experiences and language ideologies. I would continue to discuss how I would use technology to extend the social impact of this study in the next section. Broader Social Impact In the statement of Gerber and Myers inherent aims of arts radiate the influence of arts. For now, this study has a relatively limited audience, including the Mr. William Dunn, my dissertation chair and committee member s , and me. I hope that more people could access to the langu age portraits to enrich their understanding of bilingualism, to provoke their feelings related to bilingual speakers, and maybe to generate new questions about social justice issues related to languages. More specifically, I hope the language portraits cou ld access to more agents in education, such as the students, parents, teachers, school administrators, teacher educators, educational policy makers, and raise the ir awareness of mak ing changes in opinions, practices, policies to promote educational equity and social justice for all the students regardless of their backgrounds. To increase the accessibility of the language portraits, I plan to create a website to display the language po rtraits and update my research progress. I was constructing the website at languageportaits.com when writing this dissertation and hopefully this website could be published by the end of 2023. To improve the clarity of this study (Lafrenière & Cox, 2012), I would post my findings as well as the detailed processes of data collection and analysis on this website. To provide the opportunities for the audiences to debrief or respond to this artistic inquiry (Sinding et al., 2012), I would leave a space for comments in which the audiences could express their understandings, share their feelings and emotions, provide critical and constructive 

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203 feedback, raise questions and concerns, and offer support and suggestions in this online community. If possible, I would enable multimodal comments so that the audiences could have a myriad of semiotic resources at their disposal to make meaning. With the help of technology, the audiences who did n ot speak English could resort to the online translation software when browsing my website. I also plan to insert audios for all the written texts to meet the needs of the people who have difficulty in reading. For the people who have visual impairment, the incorporation of artificial intelligence could be helpful. The artificial intelligence, such as GPT 4 , could describe the images in accurate details , which makes it possibl e for this group of audiences . All these efforts aim to increase the accessibility of this arts based research project to a wide audience of diverse backgrounds who could contribute their knowledge and insights to this study. Chapter S ummary This chapter evaluates this research project and concludes that it i s a quality arts based research in spite of some limitations in ethical, artistic, and accessibility aspect s. And then this chapter shows the directions for future studies on teache r professional identity by adopting language portraits. Finally, this chapter proposes a research plan for the next phases of this arts based research project, which would be a longitudinal study that is empowered by technology and produces a broader socia l impact. To be continued. 

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204 APPENDIX A IRB LETTER OF APPROVAL 

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205 

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206 APPENDIX B LANGUAGE PROFILE SURVEY 1. What is/are your native language(s)? ______________________________ 2. Have you studied or do you know a language/languages other than English? ( Circle one ) YES or NO If NO, please proceed to Question #4. If YES, please respond to the following questions for each language that you know: 3. Language: ______________________________ Place an X in the box on the continuum that best describes your proficiency. Early Beginner Beginner Early Intermediate Intermediate Advanced Can say or recognize some basic words. Can use these words in certain contexts. Can respond to basic requests. Can exchange greetings and respond with one word answers. Can ask and answer basic questions, such as ordering food and making simple requests. Can converse about home, family, and interest. Can read/write modified/simple a cademic texts. Can listen, speak, read, and write in the target language in most social and academic contexts. How did you learn the language? ( Circle one ) a. Learning from parents/families at home b. Learning from communicating with the speakers of that language c. Learning through entertainment, such as watching movies and listening to radios d. Taking language classes e. Going abroad for studying or living f. Self study g. Others ( please identify ): ______________________________ Language: ____________________________ __ Place an X in the box on the continuum that best describes your proficiency. Early Beginner Beginner Early Intermediate Intermediate Advanced Can say or recognize some basic words. Can use these words in certain contexts. Can respond to basic requests. Can exchange greetings and respond with one word answers. Can ask and answer basic questions, such as ordering food and making simple requests. Can converse about home, family, and interest. Can read/write modified/simple academic texts. Can listen, speak, read, and write in the target language in most social and academic contexts. How did you learn the language? ( Circle one ) a. Learning from parents/families at home b. Learning from c ommunicating with the speakers of that language c. Learning through entertainment, such as watching movies and listening to radios 

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207 d. Taking language classes e. Going abroad for studying or living f. Self study g. Others ( please identify ): ______________________________ Language: ______________________________ Place an X in the box on the continuum that best describes your proficiency. Early Beginner Beginner Early Intermediate Intermediate Advanced Can say or recognize some basic words. Can use these words in certain contexts. Can respond to basic requests. Can exchange greetings and respond with one word answers. Can ask and answer basic questions, such as ordering food and making simple requests. Can converse about home, family, and interest. Can read/write modified/simple academic texts. Can listen, speak, read, and write in the target language in most social and academic contexts. How did you learn the language? ( Circle one ) a. Learning from parents/families at home b. Learning from communicating with the speakers of that language c. Learning through entertainment, such as watching movies and listening to radios d. Taking language classes e. Going abroad for studying or living f. Self study g. Others ( please identify ): ________________ ______________ 4. I am interested in your experiences with different languages. Please check all of the following statements that apply to you. Indicate how long the experience lasted and how old you were at the time. _____I have spent time studying in a pl ace where another language is spoken. How long did it last? __________ How old were you? __________ _____I have spent time working in a place where another language is spoken. How long did it last? __________ How old were yo u? __________ _____I have spent time living in a place where another language is spoken. How long did it last? __________ How old were you? __________ _____I have spent time visiting in a place where another language is spoken. H ow long did it last? __________ How old were you? __________ Adapted from Schall Leckrone and McQuillan (2012) 

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208 APPENDIX C PRELIMINARY LIST OF POTENTIAL PARTICIPANTS 

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209 APPENDIX D INFORMED CONSENT FORM 

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210 

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211 

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212 APPENDIX E LANGUAGE PORTRAIT SILHOUETTE (Busch, 2018, p. 9) 

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213 APPENDIX F LANGUAGE PORTRAIT EXAMPLES 

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214 APPENDIX G FOCUS GROUP INTERVIEW GUIDES Checklist for Verbal Descriptions _____Which languages the participant includes Notes: _____How/Why they represent a particular language in a particular way (e.g., which body part is for what language and why; what color is used and why; what semiotic devices are used and why) Notes: _____When/where/how the participant learned these l anguages Notes: _____When/where/how the participants use these languages for what reason Notes: 

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215 Checklist for Group Discussion Part I: Group Discussion Topics _____How the participant views themselves as a bilingual Notes: _____How Notes: _____How the participant views their bilingual competence as a mainstream teacher candidate Notes: _____How the participant positions their bilingual competence in their teaching Notes: _____What the participant suggests about how to teach EBs Notes: _____What the participant has done to teach EBs (if applicable) Notes: 

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216 Part II: Potential Follow Up and Clarification Questions 1. How do you use your languages in your learning? 2. Have you ever included different languages in your teaching? If so, how and why did you do that? 3. 4. language in your teaching? 

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217 Part III: Personal Reflection Questions 1. What did you find most difficult to create your language portrait? Why? 2. Which part(s) of your language portrait do you want to highlight? Why? 3. What did you learn from the group discussion on your language portrait? What impressed you most? 4. 5. impressed you most? 

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218 APPENDIX H EMAIL TO PARTICIPANTS FOR PERSONAL REFLECTION Dear XXX, Thank you very much for participating my Ph.D. dissertation research entitled Portrait as a Bilingual: An Arts Based Approach to Language Experiences of Bilingual Ma instream Teacher Candidates in the United States . I really appreciate your significant contribution to bilingual education and teacher education. the following : 1. Respond each question in your reflection. You could either answer each question one by one or write an essay to address these questions. 2. Send back your reflection to me by replying to this email by 10/23/2022 (Sunday). With the deepest gratitude for y our participation in my study! Look forward to your reflection! Sincerely, Jiameng 

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219 APPENDIX I INDIVIDUAL FOLLOW UP INTERVIEW PROTOCOL Prompts: language portrait, focus group interview video, personal reflection , Language Profile Survey , assignments and artifacts from the ESOL course 1. If you could retouch your language portrait, what changes will you make? Why do you want to make these changes? 2. What do you mean by X in the group interview? Could you please elaborate on it? 3. What do you mean by Y in your written reflection? Could you please elaborate on it? 4. Do you have anything else you want to share about your experiences as a bilingual? 5. Do you have any other questions you want to further explore? If so, what are yo ur questions? 6. Member reflection. 

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220 Up Interview Protocol 1. Transcription a. Please clarify the unclear part s in the group interview (Sonix AI, the green parts) [00:31:18] [00:32:12] [01:31:54] b. What do you mean by these? Could you please explain them? 2. Clarification Questions a. In the group interview, you said it is 100% Spanish at home, but in your language map, you said at home, you use both English and Spanish. Could you please clarify what your language use at home looks like? b. In the group interview, you said that you chose to be a teacher because you love anxieties and stress. Do you mean that bilingualism for you is associated with anxie ty and stress? Do you mean that bilingualism is overwhelming or stressful to you? If so, why? If not, what anxiety and stress were you referring to? 3. Follow Up Questions a. In the group interview, you mentioned that a Spanish speaking student could tell immed iately from your appearance that you may be able to speak Spanish. The student was very excited and talked about everything to you because his teacher could not speak Spanish. Why do you think he could immediately identify you as a Spanish speaking teacher ? How did you feel about that? You said in the group that parents from Mexico. (It seems that the blue lines (English) conceal your inner identity as a Spanish speaker.) b. their children having a Hispanic teacher. You seemed to be a little worried if the parents were not happy with your Hispanic background. Do you mean E B or all the s background, what would you do with that? 4. Do you have anything else you want to share about your experiences as a bilingual? 5. Share my sketching of her profile and ask for any suggestion. 6. If you could retouch your language portrait, what changes will you make? Why do you want to make these changes? (Provide the markers) 7. Any final comments, questions? 8. Invite for member reflection (when preliminary data analysis is completed) 

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221 Up Interview Protocol 1. Transcription a. Please clarify the unclear part s in the group interview (Sonix AI, the red parts) [00:35:19] [00:37:19] [00:59:01] [01:04:35 ] [01:30:53] b. What do you mean by these? Could you please explain them? 2. Clarification Questions a. In the language portrait, you only added a little red color to the heart because you felt less associated with Cuban family. But it is very interesting that you immediately explained in the group interview that you loved Cuban family so much more because y ou lived in Miami. You thought you were very Miamian. So are you associate more or less with Cuban culture and why? What does Miamian mean to you? b. For the language portrait, there is no red color for head because you think you disagree with a lot of Cuban machismo, and you tried to break free from that element of your culture as possible. Also, you said you would combine your last names together after you get married. you grew up with. What language norms we re you referring to? c. In the group interview, you mentioned that none of your students pronounced your last name correctly. Why do you think so? Is your last name in Spani sh? Why do you 3. Follow Up Questions a. For the language portrait, in the head, you said you tried to make the orange (English) and green (Spanish) parts equal, but for me, it seems that orange takes more space than green. Does it mean that you th ink more often in English (maybe subconsciously)? b. In your film reflection about Talking Black in America for our ESOL class, you mentioned that Catalan speakers were unwelcoming and unaccommodating to those who did not speak their language. I know that you have visited Spain when you were 20. Did you feel that way personally in Spain or you heard about it? Y ou also mentioned in your reading reflection about phonology that Hispanic Spanish speakers loved to make fun of the Spaniards. Why? in what to us sounds like a lisp (f or example, casa, meaning house, would be pronounced in sound to a Hispanic EL would be to tell them that whenever they see this phoneme, to simply mock the Span 4. Do you have anything else you want to share about your experiences as a bilingual? 5. Share my sketching of her profile and ask for any suggestion. 

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222 6. If you could retouch your language portrait, what changes will you make? Why do you want to make th ese changes? I could do it for you if you want to make any changes. 7. Any final comments, questions? 8. Invite for member reflection (when preliminary data analysis is completed) 

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223 Up Interview Protocol 1. Transcription a. Please clarify the unclear part s in the group interview (Sonix AI, the yellow parts) a. [00:06:11] b. [00:26:23] c. [00:32:21] d. [01:07:36] e. [01:23:16] f. [01:26:27] g. [01:30:34] h. [01:31:12] i. [01:31:48] b. What do you mean by these? Could you please explain them? 2. Clarification Questions a. In the group interview, you said in your school (I guess elementary school), 97% [01:03:46.26]. But in other schools as you may aware, their questi ons could be more b. You also said you have experienced some kind of exclusion in terms of language and How could s chools be a safe spot for you? How well were you cared for at school? 3. Follow Up Questions a. In the group interview, you said you chose yellow color to complete the primary color. Why do you think it is necessary to complete the primary color? Why is it impo rtant to you? For me, yellow is a color of power and energy, like sunlight and fire. What do you think? You color skeleton in yellow. Why do you feel skeleton should be in yellow? b. You also mentioned that your mom taught you to count by tw os in Dutch. What do mom teaching you to count by twos in Dutch? 4. Do you have anything else you want to share about your experiences as a bilingual? 5. Share my sketching of her profile and ask for any suggestion. 6. If you could retouch your language portrait, what changes will you make? Why do you want to make these changes? (Provide the markers) 7. Any final comments, questions? 8. Invite for member reflec tion (when preliminary data analysis is completed) 

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224 Up Interview Protocol 1. Transcription a. Please clarify the unclear part s in the group interview (Sonix AI, the purple parts) [00:14:58] [00:37:48] b. What do you mean by these? Could you please explain them? 2. Clarification Questions a. Speaking of your cultural background, in the group interview, your written reflection, and your ESOL course assignments, you sometimes refer to Caribbean , but most time Jamaican . What does Caribbean m ean to you? For example, in your written reflection, you explained that the blending of American English and Patois is to show that you are not native born Jamaican, but American with Caribbean roots. Why not refer to Jamaican root here? b. You mentioned in t Could you please elaborate more on that? 3. Follow Up Questions a. In the group interview, you said you chose brown to represent your black identity in the language portrait. Why did you think brown color was a better color to represent black? Just for aesthetic purposes or did you have any other purposes? b. In the group interview, you said that the black from America and the black immigrating to America are different in terms of cultural references. In what way do you think they are different? You also said you felt that you had to add the black part into you r language portrait. Why do you think you have to do this? c. Have you ever used Patois in your teaching? If so, how? If not, do you plan to do so? Why or why not? d. In the group interview, you said you tended to focus on black students because they were always in trouble. Are you still going to pay closer attention to black students even though they are not in trouble or doing good in classroom? Why or why not? e. In the film reflection on Do You Speak America in our ESOL course, you said one of your students in t How did you respond to the student? Why do you think the student had that question? 4. Do you have anything else you want to share about your experiences as a bilingual? 5. Share my sketching of her profile an d ask for any suggestion. 6. If you could retouch your language portrait, what changes will you make? Why do you want to make these changes? (Provide the markers) 7. Any final comments, questions? 8. Invite for member reflection (when preliminary data analysis is completed) 

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225 APPENDIX J EMAIL TO PARTICIPANTS FOR FEEDBACK Dear XXX, Happy New Year! Thank you very much again for participating my Ph.D. dissertation research entitled Portrait as a Bilingual: An Arts Based Approach to Language Experiences of Biling ual Mainstream Teacher Candidates in the United States . I am truly grateful for your generous sharing of your experiences, insights, suggestions, and time along the way. Attached is my writing about your language experiences and your understanding of tea ching emergent bilingual students. Please take your time and read it closely. I will really appreciate if you could let me know: If I misinterpreted your language portrait and sayings If I omitted some critical details of your experiences If I misrepresented your views, opinions, and thoughts If I included something you are not comfortable to share to a broader audience If you want me to make any other changes. You are very welcome to provide in text comments in the attached file if it works be tter for you. With the heartiest gratitude for your significant contribution to my study. Look forward to your feedback. Have a great new semester! Sincerely, Jiameng 

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243 BIOGRAPHICAL SKETCH Jiameng Gao received her Ph.D. from the University of Flori da in summer 2023 . She was as originally from a river town in the southeast China but grew up in a coal mining district in the upper northeast with her parents who as originally from a coastal city in the northeast China but moved down to a lake city in the middle south with his parents due to military summons. Jiameng was born in Chengde, Hebei Province but grew up in Beijing, China. She was from a family of long immigration histories. Jiameng got her Bachelor of Arts from Beijing International Stud ies University in 2014. She continued to study at the University of Pennsylvania and got her Master of Science in e ducation in 2016. She started her Ph.D. study at the University of Florida in 2018.