Comparing Spanish Certification Exams for Bilingual Teachers: Test Design and Other Pedagogical Considerations

Autor/in	Ciriza, Maria del Puy
Titel	Comparing Spanish Certification Exams for Bilingual Teachers: Test Design and Other Pedagogical Considerations
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 2, S.114-130 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ciriza, Maria del Puy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1791046
Schlagwörter	Comparative Analysis; Language Tests; Language Proficiency; Spanish; Pedagogical Content Knowledge; Scoring Rubrics; Bilingual Teachers; Test Construction; Language Attitudes; Bilingual Education Programs; Hispanic American Students; Preservice Teachers; Teacher Education Programs; Race; Language Variation; Texas; Arizona; California + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Spanisch; Pädagogische Kompetenz; Scoring formulas; Auswertungsbogen; Testaufbau; Sprachverhalten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Rasse; Abstammung; Sprachenvielfalt; Kalifornien
Abstract	This article compares Spanish proficiency assessments across three states (Texas, Arizona, and California) in relation to four overarching themes: (a) verification methods of proficiency; (b) test-task authenticity; (c) impact of pedagogical content knowledge in test performance; and (d) conceptions of language 'correctness' on the scoring rubrics. The research findings indicate incongruencies in the way the three states define the proficiency of bilingual teachers and the language competencies needed to teach content in the bilingual classroom. Assessment rubrics raise questions about how these exams may delegitimize the repertoires of Latinx pre-service teachers. Implications for educators and policymakers are explored with specific attention to bilingual education programing and raciolinguistic ideologies in Spanish proficiency testing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01