Competing Discourses of Academic Spanish in the Texas-Mexico Borderlands

Autor/inn/en	Guerrero, Michael D.; Guerrero, Maria Consuelo
Titel	Competing Discourses of Academic Spanish in the Texas-Mexico Borderlands
Quelle	In: Bilingual Research Journal, 40 (2017) 1, S.5-19 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2016.1273150
Schlagwörter	Academic Discourse; Spanish; Preservice Teachers; Bilingual Education; Preservice Teacher Education; Licensing Examinations (Professions); Teacher Certification; Discourse Analysis; Correlation; Second Language Learning; Language Acquisition; Heritage Education; Focus Groups; Interviews; Language Proficiency; Curriculum Design; English; English (Second Language); Language of Instruction; Texas + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Spanisch; Bilingual teaching; Bilingualer Unterricht; Lehramtsstudiengang; Lehrerausbildung; Diskursanalyse; Korrelation; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Interviewing; Interviewtechnik; Language skill; Language skills; Sprachkompetenz; Lehrplangestaltung; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache
Abstract	In this descriptive study the efforts of a faculty to prepare a cohort of pre-service bilingual education teachers to pass a newly adopted state certification test of academic Spanish are presented. The faculty's efforts were aimed at offsetting a low pass rate on this test, but unfortunately efforts fell short. To unpack this outcome, the authors use a theoretical lens aimed at examining the dominant Discourses associated with academic Spanish. Through this analysis the authors maintain that at the national, state, local, and program levels the dominant Discourses associated with academic Spanish work jointly to undermine the acquisition of academic Spanish needed by prospective bilingual education teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01