Two‐way immersion teacher preparation

Abstract

AbstractThe purpose of this qualitative study was to document the skills, knowledge, and dispositions needed for effective two‐way immersion (TWI) teacher training based on the perspectives of those practicing in the field. The research questions explored how preservice teachers, practicing TWI teachers, and TWI administrators perceived the skills, knowledge, and dispositions needed for effective TWI teaching, how they viewed the challenges for TWI teacher preparation programs and the role of a TWI field experience. The findings revealed that field experiences in a TWI classroom are essential for learning the complex pedagogy required for effective dual language education. The findings also showed that long‐term study abroad experiences in regions other than the mother country are necessary for expanding novice TWI teachers' language skills, specifically the learning of other dialects. Additional findings showed that TWI teachers' work extends beyond typical teacher capabilities, such as the teaching of academic content and literacy in two languages. This study also found that passion is fundamental for effective TWI teaching because it can inspire teachers to advocate for the program model and multilingualism. Based on the findings, the researcher recommends that TWI teacher preparation programs require specialized dual language education courses and field experiences.