Preparing Bilingual Teachers on the U.S./Mexico Border: Including the Voices of Emergent Bilinguals

Autor/inn/en	Ostorga, Alcione N.; Farruggio, Peter
Titel	Preparing Bilingual Teachers on the U.S./Mexico Border: Including the Voices of Emergent Bilinguals
Quelle	In: International Journal of Bilingual Education and Bilingualism, 23 (2020) 10, S.1225-1237 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ostorga, Alcione N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1438348
Schlagwörter	Bilingual Teachers; Bilingual Education; Teacher Education Programs; Political Issues; English Language Learners; Immigrants; Preservice Teachers; Foreign Countries; Mexican Americans; Cultural Influences; State Policy; Ideology; Student Attitudes; Student Experience; Texas; Mexico + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Politischer Faktor; Immigrant; Immigrantin; Immigranten; Ausland; Hispanoamerikaner; Cultural influence; Kultureinfluss; Ideologie; Schülerverhalten; Studienerfahrung; Mexiko
Abstract	Language policies in the U.S., including matters relating to bilingual education, are tangled up with political tensions and ideology. All too often, the dialogue among educators and policymakers about what constitutes best practices for people learning English -- for whom we will use the term emergent bilinguals (EBs) (Garcia, Kleifgen and Falchi 2008) -- fails to include the voices of those they serve. The Rio Grande Valley (RGV) of South Texas provides a uniquely valuable laboratory in which to study bilingual education because of its location, demographic makeup, and migration patterns. In this study, a pedagogical intervention was made with a cohort of teacher candidates studying at a university in South Texas; the participants had themselves experienced bilingual education, as children, in RGV public schools. The implications of this study can be extended to teacher preparation for other minority communities receiving majority language instruction. The analysis based on transcripts of focus group discussions and asynchronous online discussions among 26 teacher candidates, of Mexican origin or descent, applies LatCrit theory and illustrates the development of a critical awareness of the hegemonic forces impacting the linguistic development of EB students such as themselves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01