Do as I Say, Not as I Do

Abstract

Preservice teachers (PSTs) often come to teaching with dominant narratives about children, which can include linguistic prejudice. To combat that issue, some teacher preparation programs include instruction meant to instill the belief that all languages and dialects are equally valuable, moving PSTs away from the ideology of Dominant American English. An explicit discourse is shared that Dominant American English is not more valuable than other languages or dialects. At the same time, there is often a hidden discourse shared with PSTs that Dominant American English is important and that its proper use is valued. This hidden discourse occurs through the grading practices of some faculty members when the proper use of Dominant American English is considered as part of the PST's grade. A conflict then occurs between the explicit and hidden discourses that the PSTs receive related to language which is problematic in developing PSTs critical consciousness.