Supporting "Pedagogical" Spanish Language Competencies: Bilingual Teacher Education "en la Frontera"

Autor/in	Zúñiga, Christian E.
Titel	Supporting "Pedagogical" Spanish Language Competencies: Bilingual Teacher Education "en la Frontera"
Quelle	In: Teacher Education Quarterly, 46 (2019) 3, S.79-98 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Bilingual Teachers; Teacher Educators; Ethnography; Teacher Attitudes; College Faculty; Preservice Teacher Education; Spanish; Teaching Methods; Course Descriptions; Bilingualism; Language Proficiency; English (Second Language); Second Language Learning; Academic Language; Classroom Communication; Professional Identity; Bilingual Education; Biculturalism; Hispanic American Students; Cultural Background; Sociolinguistics; Metalinguistics; Language Usage; Language of Instruction; Code Switching (Language); Texas + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Ethnografie; Lehrerverhalten; Fakultät; Lehramtsstudiengang; Spanisch; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan; Bilingualismus; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Klassengespräch; Bilingual teaching; Bilingualer Unterricht; Bikulturalität; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Soziolinguistik; Metalanguage; Metasprache; Sprachgebrauch; Teaching language; Unterrichtssprache
Abstract	This autoethnography explores my experience as a bilingual teacher educator on the Texas, United States-Mexico border supporting the development of preservice teachers' pedagogical Spanish language competencies through a course that I have been developing over the last few years. To this aim, I look at my positionality and experiences developing my bilingualism in the same border community and my pedagogical Spanish language competence. My goal is to suggest how teacher education can support the development of bilingual teacher candidates' Spanish language competence in ways that recognize the linguistic diversity of border communities, critically unpack hegemonic ideologies, and prepare teacher candidates to feel confident in meeting the linguistic and academic demands and realities of the bilingual classroom. (As Provided).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01