Toward a Dual-Level Intersectionality Theory for Critical Multilingual Teacher Education

This chapter advances a dual-level intersectionality theory for critical multilingual teacher education, centering the raciolinguicized subjectivities of multilingual teachers and educators. Despite being integral to their lived experiences and instructional practices, these subjectivities have long been marginalized in language teacher education and academia, overshadowed by the persistent (re)centering of Whiteness. Drawing on raciolinguistic perspectives, the chapter pursues three aims: (1) to trace the historical and contemporary ideologies shaping raciolinguicized identities in teacher education; (2) to unpack conceptual tensions around (trans)racialization in the multilingual repertoires of Majority and Minority World educators—many of whom are immigrants, people of Color, and users of multiple Englishes; and (3) to propose future directions for positioning raciolinguicized identities at the core of language teacher identity research and practice. In doing so, the chapter calls for a transformative shift that moves these identities from the margins to the center of the field, fostering more equitable and inclusive approaches to multilingual teacher education.