Rethinking the Hispanic Teacher Shortage: Dual Language Schools as Identity-Affirming Organizations

Autor/inn/en	Sada, Elena; Ward, Katie
Titel	Rethinking the Hispanic Teacher Shortage: Dual Language Schools as Identity-Affirming Organizations
Quelle	In: Journal of Catholic Education, 25 (2022) 2, S.65-76, Artikel 5 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Shortage; Bilingual Teachers; Minority Group Teachers; Career Choice; Educational Experience; Self Concept; Academic Achievement; Correlation; Student Diversity; Teacher Recruitment; Teacher Persistence; Native Language; Spanish; Cultural Awareness; Language Usage; Second Language Learning; Second Language Instruction; English (Second Language); Faculty Mobility; Catholic Schools; Catholic Educators; Well Being; Teacher Attitudes; Talent Development; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Lehrermangel; Bildungserfahrung; Selbstkonzept; Schulleistung; Korrelation; Lehrerrekrutierung; Spanisch; Cultural identity; Kulturelle Identität; Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Katholische Schule; Katholische Erziehergemeinschaft; Well-being; Wellness; Wohlbefinden; Lehrerverhalten; Begabtenförderung; Talentförderung
Abstract	Research has established the connection between the academic success of culturally and linguistically diverse students, and their schools' ability to recruit and retain teachers that reflect such diversity (Shirrell et al., 2019). Studies have also highlighted the criticality of the students' home language use as a way to enhance academic growth and develop their sociocultural competence and well-being (Feinauer & Howard, 2014). There is no research, however, addressing the diferences between the experiences of Hispanic teachers in bilingual Catholic education compared to those in monolingual English Catholic education. This article highlights the diferences captured by a recent study, and discusses the potential lessons learned from these diferences--including their connection to the recruitment and retention of Hispanic bilingual teachers. It concludes by proposing meaningful future research, and by offering recommendations to (a) affirm bilingual Hispanic identities and (b) positively impact educators' career choices and their students' academic experiences. (As Provided).
Anmerkungen	University of Notre Dame. 4110 Jenkins Nanovic Bldg, Notre Dame, IN 46556. Tel: 574-631-1861; e-mail: JCE@nd.edu; Web site: http://digitalcommons.lmu.edu/ce
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01