A Comparative Study of Bilingual Teacher Preparation Programs in California and Spain

2019 ◽  
pp. 81-101
Author(s):  
Laura Alonso-Díaz ◽  
Gemma Delicado ◽  
Francisco Ramos
Keyword(s):  
Teacher Preparation ◽  
Comparative Study ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Bilingual Teacher

scholarly journals Where the Translingual Rubber Hits the Road: Ideological Frictions, Mixtificaciones y Potentialities in Bilingual Teacher Preparation Programs

2021 ◽  
Vol 15 (3) ◽  
pp. 47-68
Author(s):  
Eduardo Muñoz-Muñoz
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Heritage Speakers ◽  
Field Placements ◽  
The Road ◽  
Semistructured Interviews ◽  
Bilingual Teacher ◽  
Heritage Speakers Of Spanish

Translanguaging has become a particularly relevant (and controversial) concept for the field of bilingual education, with concrete implications for teacher preparation programs serving teacher candidates (TCs) who may identify as heritage speakers of Spanish. However, the regard and understanding of translanguaging, its pedagogical potential, and the positionality to implement it are not evenly distributed among stakeholders involved in the teacher preparation process. This article explores the relationship among California public teacher preparation programs, their bilingual teacher candidates, and the districts that host their field placements that ultimately hire them. Building on the metaphorical concepts of ideological and implementational spaces (Flores & Schissel, 2014), the space between and encompassing the overlap between credentialing programs and school districts is characterized as a friction space beset by tensions between monoglossic and heteroglossic stances and the pragmatism of “entering the workforce.” The dynamics of this space are illustrated in five retratos constructed on qualitative data obtained through semistructured interviews. Based on the author's localized experiences, the article concludes by proposing approaches to navigate the friction space, reinforce the bilingual candidates' counterideological stances, and advance a much-needed productive dialogue in the teacher preparation ecology.

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 STEM access for Latina bilingual teacher candidates: Discrimination en la educación How do informal programs motivate women to pursue STEM related

Tequio ◽  
2020 ◽  
Vol 3 (9) ◽  
pp. 9-22
Author(s):  
Margarita Machado-Casas ◽  
Katherine Talati ◽  
Ana Baron
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Learning Needs ◽  
Preparation Programs ◽  
Representation Of Women ◽  
Diversity And Inclusion ◽  
The Us ◽  
Bilingual Teacher ◽  
Set Up

The lack of proper representation of women of color in the field of bilingual science, technology, engineering, and math (STEM) is a crucial matter when addressing the needs of the US as a country moving toward diversity and inclusion. The research project represented in this paper investigates and addresses the need for teacher preparation courses that will adequately set up their bilingual preservice teachers to enter into the field with the proper background experiences to engage their future students in STEM related lessons. Findings reveal the negative ideologies related to gender bias found in teacher education, the importance of STEM related women empowerment, and how those vested in STEM education must continue to debunk the impostor syndrome felt by students in STEM related fields. Despite the challenges present for women in bilingual teacher preparation programs in STEM, we must continue to create sanctuaries where students of color can thrive in environments that are conducive to their unique experiences and fulfill their learning needs in STEM.

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.

Assessing and Evaluating Teacher Preparation Programs

2014 ◽  
Author(s):  
Frank C. Worrell ◽  
Mary M. Brabeck ◽  
Carol Anne Dwyer ◽  
Kurt F. Geisinger ◽  
Ronald W. Marx ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Preparation Programs
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