The Challenges of Recruiting and Retaining Dual Language Teachers

2019 ◽  
pp. 195-207
Author(s):  
Elizabeth Howard ◽  
Angela M. López-Velásquez
Keyword(s):  
Dual Language ◽  
Language Teachers

scholarly journals The Holistic Analysis of Multicultural Teaching Framework: Capturing Teachers’ Pauses and their Hybrid and Fluid Multicultural Practices

2021 ◽  
Vol 23 (2) ◽  
pp. 127-144
Author(s):  
Juan A. Freire ◽  
Verónica E. Valdez
Keyword(s):  
Dual Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Analysis Framework ◽  
Time Data ◽  
Classroom Implementation ◽  
Holistic Analysis ◽  
Multicultural Practices ◽  
Levels Of Integration ◽  
Research Analysis

James Banks’s framework for determining the levels of integration of multicultural content in teachers’ pedagogy has long been a tool used by researchers worldwide. This article introduces the Holistic Analysis of Multicultural Teaching Framework that rethinks Banks’s framework to allow research analysis to capture the hybrid and fluid aspects of teachers’ multicultural practices as well as the pauses in their practices over time. Data from a study on U.S. dual language teachers’ classroom implementation of multicultural practices serves to illustrate the utility of the Holistic Analysis framework in analyzing teachers’ multicultural practices. Implications for teacher educators and researchers are discussed. 

scholarly journals Racist and Raciolinguistic Teacher Ideologies: When Bilingual Education is “Inherently Culturally Relevant” for Latinxs

2021 ◽  
Author(s):  
Laura C. Chávez-Moreno
Keyword(s):  
English Language Learners ◽  
Bilingual Education ◽  
Dual Language ◽  
English Language ◽  
Culturally Relevant ◽  
Ethnographic Study ◽  
Language Teachers ◽  
Racial Consciousness ◽  
Dual Language Program ◽  
Teacher Ideology

AbstractMany schools attempt to address the needs of “English-language learners,” who usually are Spanish-dominant Latinxs, by offering dual-language (DL) bilingual education. While undertaking a larger ethnographic study of one such secondary-level dual-language program, I examined how dual-language teachers understood the program as equitable for Latinxs. I found that teachers believed DL met Latinxs’ needs by providing Spanish-language/biliteracy schooling, which deemphasized the need for explicitly enhancing youths’ critical consciousness. This teacher ideology of assuming DL is “inherently culturally relevant” led to significant issues. For example, teachers believed DL would improve Latinxs’ academic achievement, but when teachers perceived Latinx achievement was not on par with White dual-language students’ outcomes, teachers made sense of Latinxs’ underperformance in DL through racist explanations and did not interrogate the program’s cultural relevance. Specifically, teachers pointed to the program not providing Latinxs the needed Spanish input even though the Latinx students self-identified as bilingual and were the “Spanish-dominant” students, and teachers pointed to Latinxs’ cultural and familial deficits. I argue teachers overlooked critical-racial consciousness as an important component of an equitable education. Implications include for teachers to cultivate their critical-racial consciousness, interrogate raciolinguistic ideologies, and define an equitable DL as centering critical-racial consciousness.

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