COVID-19's Impact on the Design of Multiple/Single-Subject Bilingual Teaching Authorization in California

2021 ◽  
pp. 46-76
Author(s):  
Clara Amador-Lankster
Keyword(s):  
Clinical Practice ◽  
Dual Language ◽  
Language Education ◽  
Future Research ◽  
Single Subject ◽  
Teaching Performance ◽  
Dual Language Education ◽  
Bilingual Teaching ◽  
Professional Teaching ◽  
The Impact

This chapter will investigate the impact of COVID-19 on the design and structure of a newly developed multiple single (MS) and single subject (SS) teaching credential with bilingual authorization program in California. A review of recent changes in California's education policy regarding bilingual/dual language education will be presented as context for the discussion on the design of program coursework with embedded bilingual field experiences and culminating in bilingual clinical practice. Impact of COVID-19 will be analyzed from the perspective of design features with implementation provisions and program variations for a bilingual delivery of instruction virtually in the context of bilingual clinical practice. Final assessment of professional teaching performance will be completed by the California Teaching Performance Assessment (CalTPA 3.0) in a bilingual delivery setting. Future research considerations will be discussed for bilingual virtual teacher preparation.

scholarly journals Righting past wrongs: A superintendent’s social justice leadership for dual language education along the U.S.-Mexico border

2017 ◽  
Vol 25 ◽  
pp. 1 ◽  
Author(s):  
David DeMatthews ◽  
Elena Izquierdo ◽  
David S. Knight
Keyword(s):  
Social Justice ◽  
Mexican American ◽  
Dual Language ◽  
Large Scale ◽  
Language Education ◽  
Future Research ◽  
Emergent Bilinguals ◽  
Social Justice Leadership ◽  
Dual Language Education

The role of superintendents in adopting and developing dual language education and other equity-oriented reforms that support the unique needs of Latina/o emergent bilinguals is a relatively unexplored area in educational leadership and policy research. Drawing upon theories of social justice leadership, this article examines how one superintendent in the El Paso Independent School District (EPISD) engaged in leadership to address injustices against Mexican and Mexican-American emergent bilinguals through the implementation of district-wide dual language education. EPISD provided a strategic site for this study because the previous superintendent and administration were part of a large-scale cheating scandal that “disappeared” hundreds of Mexican and Mexican-American students. This study highlights the important role of the superintendent in supporting equity-oriented school reforms such as dual language education, identifies specific actions and values pertinent to social justice leadership at the district level, and describes the ways leaders can take advantage of political opportunities, frame educational injustices in ways that mobilize key stakeholders, and utilize networks and grassroots movements for social justice means. The article concludes with implications for future research.

FL Instructor Beliefs About Machine Translation

2021 ◽  
Vol 11 (4) ◽  
pp. 1-18
Author(s):  
Emily Hellmich ◽  
Kimberly Vinall
Keyword(s):  
Language Learning ◽  
Machine Translation ◽  
Large Scale ◽  
Language Education ◽  
Past Research ◽  
Pedagogical Practices ◽  
Future Research ◽  
Potential Threat ◽  
Instructor Beliefs ◽  
The Impact

Machine translation (MT) platforms have gained increasing attention in the educational linguistics community. The current article extends past research on instructor beliefs about MT by way of an ecological theoretical framework. The study reports on a large-scale survey (n=165) of FL university-level instructors in the U.S. Findings indicate strong lines being drawn around acceptable MT use (e.g., in relation to text length and skill, policies), an acknowledgement of widespread student use driven by diverse motivations, and the Janus-faced nature of MT's potential threat to the profession. These findings reveal several salient tensions in how MT mediates relationships in language education (e.g., constructions of students, the nature of language and language learning, goals of the profession) that shed new light on the impact of MT technologies on the field. Implications for future research and the development of pedagogical practices anchored in digital literacies conclude the piece.

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