Bilingual Teacher Candidates Research Articles

From English learner to Spanish learner: raciolinguistic beliefs that influence heritage Spanish speaking teacher candidates

ABSTRACTThis qualitative study explored Spanish-speaking teacher credential students’ beliefs about academic language that might promote or inhibit their decision to become bilingual teachers. Data includes interviews with 11 bilingual teacher candidates who were heritage Spanish speakers. Findings show that most were only aware of English-only educational contexts and did not know that bilingual teaching and the bilingual authorization pathway were options. Their schooling experience fostered English hegemony; even their Spanish classes were pervaded by linguistic purism and elitism. Schools taught them that their registers of Spanish, which they learned at home, were insufficient, inappropriate or incorrect. Consequently, they questioned their ability to become bilingual teachers. Language register and social class were intimately connected in the data. Participants viewed bilingual education as a pathway toward more equitable educational opportunities for Latinx students. Implications include the need for bilingual teacher preparation to address critical sociolinguistics concepts that explore the relationships between language, race and ethnicity in education. Future research is needed to explore how heritage Spanish speaking bilingual teachers enact their beliefs about equity through bilingual education, the challenges they face, and the ways that teacher education programs and professional development providers could support their work.

Preparing Bilingual Teachers

This study draws upon a survey of writing conceptions and cultural dispositions data, as well as multimodal compositions allowing bilingual teacher candidates to recursively explore and deepen the relationships between language, identity, and culture in learning. We found that teacher candidates did rethink the relationships through the multimodal tool. Moreover, their epistemic writing conceptions were correlated with high intercultural dispositions and multimodal complexity. The multimodal composition allowed candidates to follow individually distinct processes, but they all made more references to their imagined teaching practice at the end of the learning experience. These references were the result of, and resulted in, a deeper reflection of the relationships. Our results have implications for preparing teachers to confront the reality of diverse classrooms through more flexible pedagogical practices that allow for diverse modes of meaning making, such as the multimodal composition in this study.

La tecnología como inclusión educativa de la diversidad cultural: transformando prácticas informales de educación en los Estados Unidos

The rapid technological changes that have occurred in recent years have become critical for the academic and professional success of novice teachers. This study illuminates the use of digital autonarratives as social transformative pedagogy. The process of telling ones’ story—and in the case of our participants, the process of defining and redefining self as teacher through the medium of technology—documents the creation of a bilingual 21 st century teacher. Findings indicate the need for preservice teachers to engage in technologically mediated learning to develop a practical understanding of technology integration. The goals of this research lend additional insight into the direction that teacher preparation programs must take to better serve bilingual teacher candidates in their educational journey to become technologically competent teachers who are prepared to meet the needs of an increasingly culturally and linguistically diverse school-age population.

Developing Teaching-Specific Spanish Competencies in Bilingual Teacher Education: Toward a Culturally, Linguistically, and Professionally Relevant Approach

The emergence of K-12 bilingual/dual-language schools1 Although we recognize the distinction between “dynamic” forms of bilingualism characteristic of bilingual education programs and “compartmentalized” forms generally characteristic of “dual-language” programs (García, 2014), in this article we employ the term “bilingual/dual-language education” to include both programmatic approaches and to reclaim the term “bilingual.” in the United States require bilingual teacher education programs across the nation continue to “build on the language strengths”2 See Zentella (2005). of bilingual teacher candidates and provide them with ample opportunities to acquire the language competencies needed for teaching content-area knowledge across the bilingual curriculum. Although the need to prepare linguistically qualified bilingual/dual-language teachers is relevant to all language programs comprising the bilingual teacher education field, in this article the authors describe a culturally, linguistically, and professionally relevant approach for developing the teaching-specific Spanish language competencies of future bilingual teachers. Educating the new generation of linguistically qualified bilingual educators calls for an engaged and responsive pedagogy that will prepare teachers to orchestrate K-12 teaching and learning experiences where languages (Spanish, in this particular case) function as multidimensional bodies encompassing and empowering the cultures and funds of knowledge teachers and students bring to the classroom.

Translanguaging Practices as Mobilization of Linguistic Resources in a Spanish/English Bilingual After-School Program: An Analysis of Contradictions

This article discusses the results of an empirical study that examined the translanguaging practices of primary-grade, bilingual Latino students, as mediated by bilingual teacher candidates (TCs), in an after-school program in the southwestern United States. Expansive Learning theory, within the cultural-historical activity tradition, guided the analysis. The author uses the concept of internal contradictions to analyze dilemmas that emerged during the program, as they related to the participants’ language use. Results indicate that participants’ translanguaging practices inadvertently reinforced the hegemony of English, which made English, and concerns regarding testing, the object of the activity for many of the TCs. The author suggests that this tension reflects larger historical contradictions in U.S. schooling for language-minoritized children. Accordingly, she cautions about the use of flexible language policies in bilingual education, which could be used to either stabilize or transgress language hierarchies and inequalities.

English

This study aims at determining the difficulties experienced by bilingual teacher candidates in education. The study has a qualitative design, semi-structured interview is used and data are obtained with content analysis method. The study group of the research includes 117 students studying at different classes in Agri Ibrahim Cecen University, Faculty of Education, and Department of Social Sciences Teaching in 2013-2014 academic year, fall semester. A tool developed by researchers, made of 13 open ended questions in order to determine the personal features and views of teacher candidates, is used as the data collection tool. Frequency, percentage and content analysis is used to analyze the obtained data. SPSS-18 package program is used to prepare the tables and in statistical analysis. This study showed that; bilingual Social Sciences teacher candidates experienced important problems especially in the first few years in their school life; they could not express themselves well in course subjects and this caused some personality problems; they could not learn Turkish efficiently which was necessary for them in education life; they wanted to have education in Turkish even though they had received education in native language; they could not properly communicate with friends who were from different regions and had the same native language; they had difficulty in communicating with both languages; they believed that they could have more a successful education life if their native language had been Turkish… etc. Key words: Native language, bilingualism, social sciences teacher candidates, education.

Problem Identification and Task Engagement Using the LIBRE Problem Solving Tool: A Case Study of Three Bilingual Teacher Candidates

Bilingual Latino students engage multiple languages, cultures and environments as they pursue educational and professional goals. For this underrepresented group, pursuing a post-secondary degree is a “ lucha ” (fight) to negotiate the complex interplay of historical, educational, and cultural variables and achieve academic success. Because Bilingual Latino teacher success is incumbent upon successfully negotiating and overcoming linguistic, cultural and educational challenges, examination of problem solving and goal setting is necessary to provide insight into the types of barriers and facilitators that this group experiences and the ways in which they overcome obstacles. An in-depth case study of three bilingual teacher candidates illustrates the use of the LIBRE problem-solving tool as a culturally responsive activity involving a sequence of problem identification, analysis, solution generation, and evaluation to facilitate problem resolution. The case studies examined herein illuminate self-reported social-cultural contextual challenges, solutions, goals, and engagement through explicit problem solving and shows the primacy of familia and cultura in these women’s lives, problem-solving, and decision making. Implications for teacher educators and bilingual Latino teacher candidates are discussed.

Beyond the Technical Apparatus: Identity, Connections, and the Use of “Autonarrativas Virtuales” Virtual Autonarratives

The rapid technological changes that have occurred in recent years have become critical for the academic and professional success of novice teachers. This study illuminates the use of digital autonarratives as social transformative pedagogy. The process of telling ones’ story—and in the case of our participants, the process of defining and redefining self as teacher through the medium of technology—documents the creation of a bilingual 21st century teacher. Findings indicate the need for pre-service teachers to engage in technologically mediated learning to develop a practical understanding of technology integration. The goals of this research lend additional insight into the direction that teacher preparation programs must take to better serve bilingual teacher candidates in their educational journey to become technologically competent teachers who are prepared to meet the needs of an increasingly culturally and linguistically diverse school-age population.

Linguistic Violence, Insecurity, and Work: Language Ideologies of Latina/o Bilingual Teacher Candidates in Texas

Drawing from a larger qualitative study, this article examines the narratives of bilingual Latina/o teacher candidates in South Texas. The findings reveal that bilingual teacher candidates are linguistically subordinated by the marginalized status of Spanish in the United States and by deficit perspectives of Spanish of the Southwest. Their educational experiences are replete with linguistic violence that shapes and influences their own linguistic ideologies. Teacher candidates’ narratives reveal the “linguistic motherwork” that Latina mothers perform to raise the status of Spanish and to maintain their children's heritage language. However, although our Latina/o bilingual candidates (and their mothers) may view “good,” “proper,” or “academic” Spanish in a positive light, they may have negative attitudes toward their own or others’ nonstandard Spanish dialects, including the varieties that are spoken in Texas.

Transnational Teacher Education: Towards Theory and Practice

Transnational students experience living and schooling in two countries that are closely tied economically and politically. As the number of U.S.-Mexico transnational students increase, so does the need for teachers who can respond to their academic needs. This study explicates a theoretical stance towards teacher education called Transnational Teacher Education, and examines how a Transnational Teacher Education program (TTE) contributed to the development of bilingual teacher candidates. Using data from two cohorts of teacher candidates who studied in Mexico and Guatemala for part of their bilingual teacher preparation program, the authors analyzed the responses to a questionnaire regarding the candidates’ personal and professional growth as bilingual teachers. Results showed that the most prevalent growth areas were Critical Global Interconnectedness and Cultural Proficiency. Though none of the protocol prompts directly addressed these areas, teacher candidates independently generated them as important understandings stemming from their TTE program.

ABRIENDO PUERTAS (OPENING DOORS) THROUGH WRITING

A Latina college professor describes the family history-writing project she uses in her reading/language arts teacher preparation course. The project provides opportunities for Spanish bilingual teacher candidates to gain greater understanding of their cultural selves and to consider ways to successfully deploy that new insight as teachers in their own classrooms. As a sample case, she presents that of a young gay Latino teacher candidate whose increased self-knowledge and insight allow for enhanced confidence and perspective in his role as a writer and future teacher. The case study explores how the family history-writing project impacts the teacher candidate's negotiation of sexual identity and the role of heritage language as he struggles to establish himself both as a teacher and an out gay man. Also examined are the features of this university classroom environment that provided him with the necessary safety and support to engage in his writing for real life purposes. Inferences are made on the transformational power of writing and ways to open doors to new personal and professional understandings through writing.

Exploring Questions of Social Justice in Bilingual/Bicultural Teacher Education: Towards a Parity of Participation

This qualitative study examined the development of bilingual and bicultural preservice teachers’ beliefs and attitudes about social justice and its role in the education of language minority children. Fraser’s in Redistribution or recognition: a political-philosophical exchange. Verso, New York, (2003) perspectival dualist framework, which calls for the consideration of both the distribution of resources and the recognition of cultural identity, was applied to the investigation of participants’ social justice claims. In addition to observing these preservice teachers in their courses and conducting interviews, the researchers also analyzed the teaching practices of their bilingual-bicultural professors. Findings indicate that bilingual teacher candidates need to have space and support for reflecting upon the conflicting meanings they might ascribe to experiences and insights gained through the occupation of different identity positions. Bilingual-bicultural university professors’ ability to recognize and legitimate the experiences and perspectives of bilingual/bicultural teacher candidates was significant and empowering.

The Language of Cervantes: Alive and Well in Texas: Implications for Bilingual Education Programs

This study investigates the use of archaic and non-standard Spanish words by 137 bilingual teacher candidates from five teacher-preparation programs in Texas. Analysis of the data shows that only a small number of the 27 words under study are being used by participants and their relatives in the four contexts identified in the study: home, work/school, neighborhood, and church. Results also show a decrease in usage of these words as seen in a similar study conducted in 1986. The study also shows that the Spanish used by bilingual teacher-candidates has undergone some degree of standardization in Texas. The standardization of the Spanish language in Texas can be attributed to changes in Spanish requirements in teacher-preparation programs, the proliferation of the Spanish media, and the increased interaction with speakers of standard Spanish.

Bilingual Academic Spanish Proficiency Tests: Assessment of Bilingual Cross-Cultural and Language and Academic Development Teacher Candidates

In this paper, the authors outline steps for the development of academic language proficiency tests, assessment instruments used to determine whether teacher candidates' language abilities are adequate to enable them to conduct instruction in Spanish-English bilingual classrooms. The authors argue that it is essential to understand the complexity of the language abilities required of bilingual teacher candidates in the design of valid and reliable academic language assessment instruments. They discuss the utilization of language tests, not as measures to exclude teacher candidates from bilingual credential or certification programs, but rather for the development of courses aimed at enhancing the Spanish language abilities of these teacher candidates. The authors also recognize that teacher candidates, who share the same ethno-cultural background of the students and who have similar social language skills are valuable resources for the education system. They also acknowledge the need for teacher candidates with cultural knowledge and sensitivity and highintermediate Spanish proficiency.