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“This is What My Kids See Every Day”: Bilingual Pre-service Teachers Embracing Funds of Knowledge through Border Thinking Pedagogy
Abstract
The present qualitative case study examines how community-based lessons impacted the practices, perspectives, and internship placement experiences of 16 bilingual pre-service teachers. Grounded in the concepts of funds of knowledge and border thinking pedagogy, the findings revealed that bilingual pre-service teachers drew on local knowledge to create community-based lessons; these lessons supported student engagement and participation, and they helped pre-service teachers develop a sense of belonging and connection. We end with important implications for the field of teacher education regarding the (re)framing of teacher preparation programs so that they center on learning with and from students’ and communities’ funds of knowledge.
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“many of the PSTs' efforts to identify concrete examples of their multilingual learners' funds of knowledge were not always planned or consistent even when prompted by the CE project (Espinoza et al., 2021; Reyes et al., 2016)”
From Exploring Students’ World: Leveraging Funds of Knowledge Through Virtual Community Explorations (2024) · cites this paper as Espinoza et al., 2021
In the citing paper
“who have throughout Western education's history been viewed as inherently having an educational deficit, lacking the knowledge and skills to succeed in schools because of their cultural, linguistic, and racial backgrounds (Espinoza et al., 2021; Flores, 2020; MacSwan, 2020; Reyes et al., 2016; Ruiz, 2010; Valencia, 2010).”
From Exploring Students’ World: Leveraging Funds of Knowledge Through Virtual Community Explorations (2024) · cites this paper as Espinoza et al., 2021
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Metadata
- Authors
- Espinoza, K., Nuñez, I., & Degollado, E. D.
- Affiliations
- Texas A&M University – San Antonio (US)
- University of Illinois Urbana-Champaign (US)
- University of Iowa (US)
- Corresponding author
- Espinoza, Katherine
- Venue
- Journal of Language, Identity & Education
- Publisher
- Informa UK Limited
- Published
- 2021-01-02
- Volume
- 20
- Issue
- 1
- Pages
- 4-17
- ISSN
- 1532-7701 (ISSN-L)
- 1534-8458
- OpenAlex
- W3128264238
- Cited by
- 26
- References
- 64
- Citations by year
- 2026: 2 · 2025: 10 · 2024: 3 · 2023: 7 · 2022: 2 · 2021: 1
- FWCI
- 9.65
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Language Identity & Education (publishedVersion)
- Topics
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Education › Indigenous and Place-Based Education
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- funds of knowledge, teacher education curriculum, internship placement, student engagement, sense of belonging, local knowledge, teacher professional development
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- CoChat. (2026). Citation check: “This is What My Kids See Every Day”: Bilingual Pre-service Teachers Embracing Funds of Knowledge through Border Thinking Pedagogy. https://app.cochat.ai/papers/10.1080/15348458.2021.1864204
- The paper
- Espinoza, K., Nuñez, I., & Degollado, E. D. (2021). “This is What My Kids See Every Day”: Bilingual Pre-service Teachers Embracing Funds of Knowledge through Border Thinking Pedagogy. Journal of Language, Identity & Education. https://doi.org/10.1080/15348458.2021.1864204
