Speaking "Educación" in Spanish: Linguistic and Professional Development in a Bilingual Teacher Education Program in the US-Mexico Borderlands

Autor/inn/en	Caldas, Blanca; Palmer, Deborah; Schwedhelm, María
Titel	Speaking "Educación" in Spanish: Linguistic and Professional Development in a Bilingual Teacher Education Program in the US-Mexico Borderlands
Quelle	In: International Journal of Bilingual Education and Bilingualism, 22 (2019) 1, S.49-63 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Caldas, Blanca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1510894
Schlagwörter	Faculty Development; Bilingual Teachers; Code Switching (Language); Spanish; Teaching Methods; Educational Policy; Language Usage; Course Content; Preservice Teachers; Discourse Analysis; Teacher Education Programs; English (Second Language); Second Language Learning; Case Studies; College Faculty; Teacher Student Relationship; Texas + Suchen Sie Ihr Suchwort? Spanisch; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Sprachgebrauch; Kursprogramm; Diskursanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Case study; Fallstudie; Case Study; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This case study examines the pedagogical measures taken for Spanish development for a group of bilingual preservice teachers in a university-based teacher education program in Texas. Classroom language policies were developed collaboratively and deliberately throughout the semester, which included discussion and negotiation between instructor and students about the language demands and expectations. Following the language development of four bilingual pre-service teachers in their quest to speak educación using discourse analysis, complexity and accuracy analysis, and critical narrative analysis, this study aims to highlight explicit experiences integrating content mastery and language development in a translanguaging university classroom. Implications include the need for horizontal language policies that foster effective cross-linguistic and pedagogical choices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01