The struggle of emerging (bi)literate identities: narrative representations of pre-service bilingual teachers’ (bi)literate/bicultural experiences across time and space

The present study is a narrative analysis of 14 self-created books by Latina/o/x bilingual preservice teachers to describe their biliteracy trajectories. Drawing on the concept of  identity  and  bilingualism , this analysis explores how preservice teachers experienced language and literacy and how these experiences have shaped their bilingual–biliterate identities. The findings of this research study revealed that bilingual preservice teachers (a) narrated Spanish as a significant part of their remembered identities, (b) struggled to maintain their bilingualism and biliteracy, and (c) reconnected and reclaimed their bilingual–biliterate identities through their experiences in their teacher preparation program.