Steps toward Unifying Dual Language Programs, Common Core State Standards, and Critical Pedagogy: Oportunidades, Estrategias Y Retos

Autor/inn/en	Alfaro, Cristina; Durán, Richard; Hunt, Alexandra; Aragón, María José
Titel	Steps toward Unifying Dual Language Programs, Common Core State Standards, and Critical Pedagogy: Oportunidades, Estrategias Y Retos
Quelle	In: Association of Mexican American Educators Journal, 8 (2014) 2, S.17-30 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Bilingual Education; Educational Change; State Standards; Charter Schools; Immersion Programs; Partnerships in Education; Teacher Education Programs; Equal Education; Social Justice; Hispanic American Students; Grade 4; Elementary School Students; English (Second Language); Spanish Speaking; Educational Strategies; Professional Development; Culturally Relevant Education; Teacher Collaboration; Educational Planning; Critical Theory; California + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Bildungsreform; Charter school; Charter-Schule; Immersionsprogramm; Hochschulpartnerschaft; Soziale Gerechtigkeit; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; School year 04; 4. Schuljahr; Schuljahr 04; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrstrategie; Lehrerkooperation; Bildungsplanung; Kritische Theorie; Kalifornien
Abstract	Recent education reforms have begun to reframe academic discussion and teacher practice surrounding bilingual educational approaches for preparing "21st century, college and career ready" citizens. Given this broader context, in this article we examine ways that we might join implementation of dual language programs, Common Core State Standards, and critical pedagogy at the school and classroom levels via a teacher, school administrator, and teacher professional development program. We focus on a concrete example of a partnership between a progressive dual language school along the U.S.-Mexico border, known as Chula Vista Learning Community Charter School, and a bilingual teacher education program in the College of Education at San Diego State University, which prepares teachers and administrators to implement and develop dual language instruction aligned (but not beholden) to Common Core State Standards. We include discussion of a Freirian-based instructional program that helps unite the opportunities presented by dual language programs and standards-based reform initiatives in a deeper equity and social justice framework for educating students. We discuss opportunities ("oportunidades"), strategies ("estrategias"), and challenges ("retos") encountered during this collaborative work between the bilingual teacher preparation program, a Dual Language school, and one exemplary fourth grade teacher team and their enactment of a critical pedagogy-based curriculum. We conclude with a discussion of implications of our work for education of multilingual learners and the educators that work with them. (As Provided).
Anmerkungen	Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://www.amae.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01