scholarly journals Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers

2021 ◽  
Author(s):  
Magaly Lavadenz ◽  
Jongyeon Ee ◽  
Elvira Armas ◽  
Grecya López
Keyword(s):  
Dual Language ◽  
Language Teachers ◽  
Bilingual Teachers ◽  
Preparation Programs ◽  
School District Leaders ◽  
Higher Education Policies ◽  
Bilingual Teacher ◽  
Biliteracy Development ◽  
Differentiated Professional Development ◽  
State And Local

This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying policy recommendations for state and local levels as well as for institutions of higher education policies and practice in this statewide “new ecology of biliteracy”: (1) data collection and reporting on bilingual teacher demographics and authorization; (2) increased quality of fieldwork and clinical experiences for future bilingual teachers; (3) increased funding for bilingual teacher preparation programs to diversity pipelines into bilingual education preparation programs, recruitment, support, and program completion; and (4) differentiated professional development experiences for beginning bilingual teachers including mentoring, learning communities, and cross-departmental teams.

Preparing Bilingual Teachers to Enact Culturally Sustaining Pedagogy

2020 ◽  
pp. 202-221
Author(s):  
Claudia Rodriguez-Mojica ◽  
Eduardo R. Muñoz-Muñoz ◽  
Allison Briceño
Keyword(s):  
Teacher Preparation ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Bilingual Teachers ◽  
Preparation Programs ◽  
Culturally Sustaining Pedagogy ◽  
Language And Power ◽  
Bilingual Teacher ◽  
Course Material ◽  
K 12

Bilingual students and teachers in the U.S. live in a context where linguistic and ethnic minorities are associated with inferiority. Preparing bilingual teachers of color without explicit attention to issues of race, language, and power would maintain and feed the vicious cycle of linguistic hegemony. With the goal of preparing critically conscious future bilingual teachers equipped to enact culturally sustaining pedagogy (CSP), the authors centered issues of race, language, and power alongside bilingual instructional methodology and theories of bilingualism in their respective bilingual teacher preparation programs. Drawing on bilingual teacher preparation course material, student reflections, and bilingual teacher candidate interviews, they illustrate how two bilingual teacher preparation programs take two distinct approaches to developing bilingual teachers' critical consciousness and CSP practices. In this way, they outline how bilingual teacher educators can prepare and support bilingual teachers to enact CSP with their K-12 students.

scholarly journals Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion

2019 ◽  
Author(s):  
Magaly Lavadenz ◽  
Elvira Armas ◽  
Natividad Robles
Keyword(s):  
Financial Incentives ◽  
Clinical Training ◽  
Dual Language ◽  
Language Education ◽  
The State ◽  
Preparation Programs ◽  
Language Programs ◽  
Bilingual Teacher ◽  
Teacher Residency ◽  
High Needs Schools

Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.

Preparing Bilingual Teachers to Enact Culturally Sustaining Pedagogy

2022 ◽  
pp. 219-238
Author(s):  
Claudia Rodriguez-Mojica ◽  
Eduardo R. Muñoz-Muñoz ◽  
Allison Briceño
Keyword(s):  
Teacher Preparation ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Bilingual Teachers ◽  
Preparation Programs ◽  
Culturally Sustaining Pedagogy ◽  
Language And Power ◽  
Bilingual Teacher ◽  
Course Material ◽  
K 12

Bilingual students and teachers in the U.S. live in a context where linguistic and ethnic minorities are associated with inferiority. Preparing bilingual teachers of color without explicit attention to issues of race, language, and power would maintain and feed the vicious cycle of linguistic hegemony. With the goal of preparing critically conscious future bilingual teachers equipped to enact culturally sustaining pedagogy (CSP), the authors centered issues of race, language, and power alongside bilingual instructional methodology and theories of bilingualism in their respective bilingual teacher preparation programs. Drawing on bilingual teacher preparation course material, student reflections, and bilingual teacher candidate interviews, they illustrate how two bilingual teacher preparation programs take two distinct approaches to developing bilingual teachers' critical consciousness and CSP practices. In this way, they outline how bilingual teacher educators can prepare and support bilingual teachers to enact CSP with their K-12 students.

scholarly journals Some pennies are more equal than others: Inequitable school facilities investment in San Antonio, Texas

2019 ◽  
Vol 27 ◽  
pp. 16 ◽  
Author(s):  
Marialena D. Rivera ◽  
Sonia Rey Lopez
Keyword(s):  
School District ◽  
School Districts ◽  
School Finance ◽  
San Antonio ◽  
Qualitative Interviews ◽  
Educational Facilities ◽  
District Leaders ◽  
School District Leaders ◽  
Property Wealth ◽  
State And Local

In Texas, local taxpayers fund the majority of educational facilities construction and maintenance costs, with local wealth influencing facilities outcomes. The traditional school districts that comprise the predominantly Latino and segregated San Antonio area vary considerably in property wealth as well as district capacity and expertise. We conducted an analysis of 12 San Antonio area school districts to address the questions: 1) To what extent do state and local investments vary by district? 2) How do district actions and constraints affect facilities quality and equitable investment? Methods include descriptive quantitative analysis of facilities investment data and qualitative interviews with school district leaders, staff, and school finance experts. Examining Texas school finance data demonstrated the variance in school district investments in educational facilities. Despite some districts with lower property wealth exerting higher levels of tax effort, they were able to raise less money per student for educational facilities through interest and sinking taxes. Interview findings revealed that several districts acknowledge lacking the capacity to maintain high-quality facilities for all students. Respondents frequently criticized current state policies and funding for educational facilities as inadequate, inequitable, and inefficient and expressed a need for policy improvements in an era of increasing state disinvestment.

scholarly journals Model of training bilingual teachers for the Eastern part of the Russian Empire (experience of historical analysis)

2021 ◽  
Author(s):  
Р.Р. Исхакова ◽  
А.К. Садыкова
Keyword(s):  
Bilingual Education ◽  
Historical Analysis ◽  
Russian Empire ◽  
Bilingual Teachers ◽  
Bilingual Teacher ◽  
Cultural Processes ◽  
New Type ◽  
Main Factors ◽  
The Russian Empire

Актуальность статьи заключается в исследовании исторического потенциала системы билингвального образования, сложившейся в России в 80-е гг. XIX- нач. XX вв. в восточной части Российской империи. Цель статьи – выявить основные факторы, повлиявшие на формирование концепции двуязычного образования, создать теоретическую модель подготовки учителей-билингвалов; выявить социокультурное и социолингвистическое значение этой системы. Выявлены основные элементы этой модели; проведена их классификация. Определена роль видного педагога и миссионера Н.И. Ильминского в формировании концепции билингвального образования учителей нового типа. Предложена компетентностная характеристика учителя-билингвала; раскрыто значение учителей этого типа в развитии начального образования для нерусского населения восточных окраин России и в формировании этнокультурных процессов в регионе. The relevance of the article lies in the analysis of the historical potential of the system of bilingual education that developed in Russia in the 80-s of the XIX-beginning. XX centuries in the Eastern part of the Russian Empire. The purpose of the article is to identify the main factors that influenced the formation of the concept of bilingual education, to create a theoretical model for the training of bilingual teachers; to identify the socio-cultural and socio-linguistic significance of this system. The main elements of this model are identified and their classification is carried out. The role of a prominent teacher and missionary N.I. Ilminsky in the formation of the concept of bilingual education of teachers of a new type is determined. A competence characteristic of a bilingual teacher is proposed, and the importance of this type of teacher in the development of primary education for the non-Russian population of the Eastern suburbs of Russia and in the formation of ethno-cultural processes in the region is revealed.

scholarly journals The Relationship of Georgia's Rural Foreign Language Teachers' Sense of Efficacy to Teacher Attrition

2019 ◽  
Vol 31 (3) ◽  
Author(s):  
Peter Swanson ◽  
Robin Huff
Keyword(s):  
Teacher Efficacy ◽  
Foreign Language ◽  
Content Knowledge ◽  
Two Dimensions ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Preparation Programs ◽  
Language Teacher ◽  
Rural Teachers ◽  
New Instrument

Foreign language teachers are in critical need in many parts of rural America. Using Bandura's conceptual framework of self-efficacy teaching languages as a theoretical lens, the researchers created a scale to measure foreign language teacher efficacy and administered alongside a well-known efficacy survey to in-service rural teachers (N = 167) in Georgia. Data analysis indicates that the new instrument is psychometrically sound and there are two dimensions to language teacher efficacy: Content Knowledge and Facilitating Instruction. Positive correlations between the two surveys suggest that teaching languages requires more than just strength of content knowledge and FL teachers may need assistance engaging students. Aditionally, it appears female novice Spanish teachers are more prone to attrition than teachers of other languages. The research holds implications for professional development opportunities as well as teacher preparation programs. 

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