I know nothing, I can do nothing, can I do the work? Teacher selfhood and English-only mandates in a transitional U.S. environment

Maria Halkias

doi:10.54475/jlt.2026.006

Authors

Maria Halkias Stockton University https://orcid.org/0009-0006-3878-9993

DOI:

https://doi.org/10.54475/jlt.2026.006

Keywords:

bilingual education, English as a Second Language, language policy, selfhood, policy sensemaking, critical language awareness, translanguaging

Abstract

The designation of English as the official language of the United States on March 1, 2025 (Executive Order 14224) may have far-reaching implications for classrooms and federal agencies at various levels. While the ultimate effects of this first-ever designation remain uncertain, teacher preparation programs should continue to prioritize the development of teachers' professional identities, so as to enable educators to find meaning and purpose when working with students from culturally and linguistically diverse backgrounds. In response to this policy shift, I developed targeted postsecondary coursework that encourages my students to critically engage with their identities as they deepen their understanding of the intersection of language and policy. This vulnerable, self-reflective process represents a journey towards selfhood, a concept that Ashworth (2016) defines as the cultivation and maintenance of identities, values, and a sense of agency. Throughout a semester, teachers enrolled in a graduate-level course explored how various language policies influence the practice of bilingual education and English as a Second Language (ESL). This qualitative, interpretive study incorporates policy sensemaking and critical language awareness as frameworks to explore feelings of helplessness, uncertainty, and frustration that often constrain daily classroom practices.

Author Biography

Maria Halkias, Stockton University

Maria Halkias, Ed.D., is an Assistant Professor in the Master of Arts in Education (MAED) program at Stockton University, where she specializes in the ESL and Bilingual Education tracks, including the MAED Alternate Route ESL/BE program. Her research explores the intersection of teacher professional identity and policy sensemaking. Dr. Halkias grounds her work in social justice advocacy, trauma-informed strategies, and narrative-based pedagogy to foster academic belonging.

Email: maria.halkias@stockton.edu

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