Date of Award

5-10-2026

Date Published

June 2026

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching and Curriculum

Advisor(s)

Benjamin Dotger

Keywords

Critical multilingual awareness;Multilingual learners;Teacher candidates

Subject Categories

Education

Abstract

This dissertation study explores how teacher candidates (TC) respond to, reflect on, and make meaning of a clinical simulation that surfaces marginalizing language ideologies towards multilingualism and multilingual language users. This study is framed conceptually through language ideologies, Critical Multilingual Language Awareness (CMLA) (García, 2017; Prasad & Lory, 2020), and practice-based teacher education, emphasizing the role of reflective, justice-oriented practice in shaping future educators' critical consciousness. To explore how TCs navigated the simulation in real-time and how they reflected on their approaches and takeaways from the simulation, this study employed a four-phase analytical framework and coding process of video and audio-recorded simulation transcripts and course written reflections (Bingham, 2023). This study yielded multiple findings across three research questions. At times, TCs directly resist deficit language ideologies in real time, and at other times stay silent. In reflecting on their approaches, TCs find strength in their ability to resist marginalizing discourses, and recognize their role in advocating for multilingual learners, using course readings and past experiences in simulations as an anchor for navigating challenging conversations to advance multilingualism. Findings from this dissertation study highlight the important ways practice-based teacher education can advance social-justice and advocacy for multilingual learners, implicating the need for paired reflection of simulations with critical literature.

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Open Access

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