A Case Study of Dual Language Program Administrators: The Teachers We Need

Autor/in	Lachance, Joan R.
Titel	A Case Study of Dual Language Program Administrators: The Teachers We Need
Quelle	In: International Journal of Educational Leadership Preparation, 12 (2017) 1, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-9635
Schlagwörter	Bilingual Education Programs; Program Administration; Case Studies; Spanish; Teacher Education; Teaching Methods; Academic Discourse; Literacy; Administrator Attitudes; English (Second Language); Second Language Learning; Principals; Literacy Education; Elementary School Students; Semi Structured Interviews; Language Teachers; Teacher Competencies; Second Language Instruction; Qualitative Research; Participant Observation; North Carolina + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Spanisch; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Discourse; Diskurs; Alphabetisierung; Schreib- und Lesefähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Principal; Schulleiter; Language teacher; Sprachunterricht; Lehrkunst; Fremdsprachenunterricht; Qualitative Forschung; Teilnehmende Beobachtung
Abstract	In support of growing numbers of dual language programs nation-wide, dual language school administrators seek to find teachers who are specifically prepared to work with dual language learners for additive biliteracy. For this research the author utilized a case study design to explore practicing dual language administrators' perspectives regarding programmatic necessities related to dual language teachers and how these needs might shape responses from U.S. teacher education programs. The study participants voiced fundamental considerations regarding dual language teachers' essential competencies along with the complexities of additive biliteracy and academic language development in both Spanish and English. Additionally, the study's findings and discussions provide participants' detailed recommendations for new ways to consider preparing dual language teachers for the specialized pedagogies necessary to support dual language learners' biliteracy and academic language development. (As Provided).
Anmerkungen	NCPEA Publications. Web site: http://www.ncpeapublications.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01