Naming and Confronting the Challenges of Bilingual Teacher Preparation: A Dilemma for Dual Language Education in California -- Lessons Learned

Autor/inn/en	Hernández, Ana M.; Alfaro, Cristina
Titel	Naming and Confronting the Challenges of Bilingual Teacher Preparation: A Dilemma for Dual Language Education in California -- Lessons Learned
Quelle	In: NABE Journal of Research and Practice, 10 (2020) 2, S.31-46 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hernández, Ana M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2639-0043
DOI	10.1080/26390043.2019.1653053
Schlagwörter	Bilingualism; Teacher Education Programs; Bilingual Teachers; English (Second Language); Second Language Instruction; Language of Instruction; Second Language Learning; Teacher Competencies; Educational Policy; Language Usage; State Legislation; Teacher Educators; Teacher Shortage; Interdisciplinary Approach; Paraprofessional School Personnel; Males; Career Choice; California; California Basic Educational Skills Test + Suchen Sie Ihr Suchwort? Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Lehrkunst; Politics of education; Bildungspolitik; Sprachgebrauch; Landesrecht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrermangel; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Male; Männliches Geschlecht; Kalifornien
Abstract	At a time when Dual Language programs are growing exponentially, educators' conversations revolve around the challenges to identify, name, and confront the pressing issues in effective preparation and continued professional development for bilingual teachers. Currently, the preparation for candidates varies across university programs despite state and national academic standards for the profession. Differences and emphasis in curriculum, field experiences, and state certification provide a myriad of program alternatives. However, one common thread amongst teacher preparation programs is the wide diversity in the candidates' bilingual competencies. This research examines the multi-dimensional aspects of bilingual teacher preparation slated to meet the demands of dual language programs. The importance of this research is not only to identify and name the current challenges in preparing highly qualified bilingual teacher candidates in California, but to also discuss implications and recommendations in the careful preparation of culturally and linguistically competent teachers and the faculty that prepare them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01