Latina Teachers' Enactment of Counter‐Hegemonic Worlds of Language and Bilingual Education in Miami Early Childhood Education Settings

Abstract In this article, we draw on a worlding perspective to examine four Latina teachers' accounts of their experiences as racialized language users and teachers of young Latine children. Data included coursework produced by these teachers during a translanguaging‐focused professional development course, as well as interviews held with them about bilingualism and bilingual education. Data were analyzed using open, axial, and focused coding. We found that although some of the Latina teachers' self‐reported practices and interactions with their students animated hegemonic patterns of language education, they mostly enacted counter‐hegemonic worlds of language use, learning, and teaching. Our findings document the ways these teachers' practices may help create flexible, borderland spaces where they challenge language ontologies often sanctioned by the school (e.g., language as a disciplinary tool) by embracing linguistic dynamism. Our findings contribute to existing research on raciolinguistic ideologies by examining how these teachers' practices and interactions countered the hegemonic one‐world‐world perspective of the white listening subject (Rosa & Flores, 2017).