Building on Our Teaching Assets: The Unique Pedagogical Contributions of Bilingual Educators

Autor/in	Hopkins, Megan
Titel	Building on Our Teaching Assets: The Unique Pedagogical Contributions of Bilingual Educators
Quelle	In: Bilingual Research Journal, 36 (2013) 3, S.350-370 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2013.845116
Schlagwörter	Bilingual Teachers; Mixed Methods Research; Educational Policy; Language Planning; Bilingual Education; Teacher Certification; Prediction; Educational Practices; English Only Movement; Native Language; Language Acquisition; English (Second Language); Second Language Learning; Teacher Attitudes; Teaching Skills; School Districts; Surveys; Elementary School Teachers; Interviews; Teacher Characteristics; Language Usage; Regression (Statistics); Elementary School Students; Arizona; California; Texas + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Sprachwechsel; Bilingual teaching; Bilingualer Unterricht; Vorhersage; Bildungspraxis; Sprachaneignung; Spracherwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehrerverhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; School district; Schulbezirk; Survey; Umfrage; Befragung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Sprachgebrauch; Regression; Regressionsanalyse; Kalifornien
Abstract	This article examines the unique contributions that bilingual and bilingually credentialed teachers make to the instruction of emergent bilinguals in the United States. This mixed methodological study involved 474 teachers in Arizona, California, and Texas, which represent distinct language policy contexts. Results revealed that, irrespective of context, teachers' bilingualism and bilingual certification significantly predicted their reported use of practices that build on students' primary language as well as their prior knowledge and experiences. Given declining numbers of teachers completing bilingual credentials in English-only states, findings suggest that English-only policies are diminishing the supply of teachers with the potential to improve emergent bilinguals' classroom experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10