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.

scholarly journals Dual Language: A Combined Dual Language Framework for Implementation: A 90/10 and 50/50 Model Design

2019 ◽  
Vol 12 (10) ◽  
pp. 108
Author(s):  
Roslyn J. F. Billy ◽  
Carmen Medina Garriguez
Keyword(s):  
Academic Achievement ◽  
English Language Learners ◽  
Dual Language ◽  
English Language ◽  
Language Education ◽  
Linguistically Diverse ◽  
The United States ◽  
Dual Language Education ◽  
Language Programs ◽  
Allocation Of Time

Dual Language programs are starting to resurface amongst the best practices for increasing literacy and academic language acquisition. Substantial evidence exists to support dual language (DL) education as a viable and enriching method of supporting high levels of academic achievement for both English Language Learners (ELLs) and English-speaking students (as cited in Ray, 2009). With that being said, there is no doubt that a DL program will increase the academic achievement of Culturally Linguistically Diverse (CDL) students. However, the question that arises in the implementation of DL programs is, which model either the 90/10 or the 50/50 is effective in sustaining academic achievement of CLD students during their educational experience? One issue that can impact Dual Language Education (DLE) program design concerns the allocation of time given to each language (Lindholm-Leary, 2012). The purpose of this research is to test the implementation of the conceptual dual language framework developed by the researchers that embraces both the 90/10 and 50/50 model allowing for a blended allocation of time given to each language for biliteracy mastery. Although the focus of the study took place in the United States, the researchers have also reviewed Europe and the Middle East where the Content and Language Integrated Learning (CLIL) model is very popular as other possible contexts for implementation of the framework.

Exploring conceptions of reading risk and program-specific literacy outcomes for Spanish speakers in dual language and English-medium programs

2021 ◽  
Author(s):  
Sabina Rak Neugebauer ◽  
Elizabeth R. Howard
Keyword(s):  
At Risk ◽  
English Learners ◽  
Dual Language ◽  
Language Education ◽  
Risk Indicators ◽  
Students At Risk ◽  
Language Programs ◽  
Spanish Speaking ◽  
Literacy Outcomes ◽  
Study Results

Abstract Considerable research documents the efficacy of dual language programs for the reading achievement of English learners from Spanish-speaking homes. However, there is uncertainty in the field of dual language education about how students at-risk for literacy difficulties fare in these same programs, as well as questions about how risk should be defined – i.e., difficulty with decoding versus lower levels of vocabulary – with distinct understandings of risk potentially differentially explaining students’ reading trajectories. This study followed Spanish-speaking students from Grades 3–5 to understand how students at-risk for reading difficulties fare in English reading comprehension in dual language versus English-medium programs, examining two different risk indicators in the process. Study results indicate that across risk categories, students performed equally well regardless of program model. In addition, decoding was a more robust indicator of risk than vocabulary.

Preparing School Leaders for Dual Language Programs in Rural Settings

2020 ◽  
pp. 344-358
Author(s):  
Marjorie Campo Ringler ◽  
Karen D. Jones
Keyword(s):  
Public Education ◽  
Rural Communities ◽  
Dual Language ◽  
School Leaders ◽  
Language Education ◽  
Dual Language Education ◽  
Rural Regions ◽  
Language Programs ◽  
Rural Settings ◽  
Eastern North Carolina

The existing curriculum in public education needs to change to incorporate bilingual and bicultural education to address the needs of the growing Hispanic population that tend to settle in rural communities. Dual language education research indicates that students that are bilingual show higher levels of achievement than their monolingual peers. These programs are not widely implemented in rural regions of eastern North Carolina because school leaders are not aware of the research and benefits. This chapter describes an approach an educational leadership program took to educate practicing administrators about dual language education. The research results led to creation of a professional certificate accessible to administrators in rural regions.

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.

Sign in / Sign up

Export Citation Format

Share Document