Michael D Guerrero
Biographic Data
| ID | 6007634 |
|---|---|
| NAME | Michael D Guerrero |
| GIVEN NAMES | Michael D |
| FAMILY NAME | Guerrero |
| SIGNATURE | GUERRERO M D |
| AFFILIATIONS | The University of Texas Rio Grande Valley |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 53 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 5 |
State of the art
This state-of-the-art paper is centered on bilingual education teachers’ linguistic qualifications with special reference to Spanish competencies needed to meet the needs of emergent bilingual education learners in the U.S. The paper spans over a forty-year period drawing on the experiences and related publications of the principal author beginning in the mid 1980s and up to the present. In doing so, key themes, questions and challenges related t…
Gauging the Adequacy of Translanguaging Allocation Policy in Two-Way Immersion Programs in the U.S
This critical assessment examines the tension that has recently evolved between translanguaging advocates and advocates of two-way immersion programs. Translanguaging advocates have called for a reframing of language allocation practices and the incorporation of translanguaging pedagogy into these programs. At issue is that two-way immersion programs, through careful language allocation or separation practices, have empirical longitudinal support…
La creación de un nuevo espacio
SINOPSISDesde el inicio de la educación bilingüe el español académico de algunos de los maestros bilingües no ha estado al nivel necesario para funcionar como tales. Los profesores de español y educación bilingüe, incluyendo los administradores, no han logrado trabajar en conjunto por décadas, y son los responsables de esta problemática. En base al análisis que se llevará a cabo sobre los Discursos de ambos grupos, se afirma que la falta de conci…
Competing discourses of academic Spanish in the Texas-Mexico borderlands
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. …
El Discurso del Español Académico en una Zona Fronteriza
Esta investigación se enfoca en una interpretación del Discurso (con mayúscula) de una comunidad de profesores y administradores relacionada con el español académico en una zona fronteriza de los Estados Unidos y México. Los autores analizan los valores, actitudes, normas, creencias y prácticas de dicha comunidad frente al español académico, y llegan a la conclusión de que su Discurso conlleva rasgos palpables de una colonización benevolente. Thi…
Neoliberal teacher preparation
The current era of neoliberal capitalism has witnessed the domination of public education by business interests which openly promote the spirit of competition among schools, educators and students through a policy of high stakes accountability for immediately measurable educational outcomes. In the USA, this policy proposes to make teacher educator programmes accountable for the impact of their programme completers on student achievement, namely …
El (sub)desarrollo del español académico entre los maestros bilingües
Desde el inicio de la educación bilingüe han existido continuos indicios de que algunos maestros bilingües no cuentan con la habilidad lingüística para impartir el currículo en español académico. Este ensayo deslinda una interpretación de las causas que subyacen este problema. Argumentamos que la política y la economía diluyen el aspecto socio-psicológico del español académico que se transmite de generación en generación a través de los mismos pr…
Acquiring Academic English in One Year
This article examines the primary assumption underlying the recent passage of propositions aimed at meeting the need of English language learners (ELLs). The assumption is that English language learners normally need only one year of intensive structured English immersion to learn English well enough to be academically successful in an all-English instructional environment. This assumption is examined by engaging in an analysis of the learners’ch…
Acquiring and Participating in the Use of Academic Spanish
This article presents 4 U.S.-born Latinas'stories regarding their academic Spanish language proficiency development. The stories are examined in light of various factors that influence the development of bilingualism and biliteracy. Each story reveals a sense of struggle to become a participant in the community of academic Spanish language users. Their struggle, however, is tied to institutional constraints, specifically schooling, where access t…
We have correct English teachers. Why can't we have correct Spanish teachers? It's not acceptable”
This research paper examines the narrative accounts of the academic Spanish‐language development of four preservice bilingual education teachers of different backgrounds, including Mexican‐American, white (non‐Hispanic), Mexican immigrant, and the U.S.–Mexico border Hispanic. The purpose of the study is to discover the kinds of educational forces which may impede bilingual education teachers' development of academic Spanish, look at their own per…
When Exemplary Gets Blurry
This study represents an effort to describe four high-performing Spanish reading programs in Texas at Grade 3. The schools selected represent one non-border urban school and three U.S.-Mexico border schools. The methodologies used were qualitative based on on-site visits, a semi-direct interview protocol, K-3 classroom observations, and document analysis. The four schools shared the following six features: explicit support for Spanish literacy an…
The unified validity of the Four Skills Exam
In the USA, 17 states use Spanish-language proficiency tests to ensure that bilingual education teachers are able to deliver academic instruction in Spanish to school-age students. However, little is known about the tests’ validity. In this study the unified validity of the Four Skills Exam (FSE), used in New Mexico for nearly 18 years, was evaluated using Messick’s framework (1989). Through this analysis, the FSE was found to lack an adequate de…
The unified validity of the Four Skills Exam
Spanish Academic Language Proficiency
Empirical evidence has been forthcoming that supports the sustained use of native language instruction for Spanish language origin children in the US. This paper argues that prospective bilingual education teachers are not generally afforded the type of Spanish language development opportunities needed to provide sustained native language instruction characterizing the most effective program models. Rather, the academic Spanish language developme…
We have correct English teachers. Why can't we have correct Spanish teachers? It's not acceptable”
This research paper examines the narrative accounts of the academic Spanish‐language development of four preservice bilingual education teachers of different backgrounds, including Mexican‐American, white (non‐Hispanic), Mexican immigrant, and the U.S.–Mexico border Hispanic. The purpose of the study is to discover the kinds of educational forces which may impede bilingual education teachers' development of academic Spanish, look at their own per…
El (sub)desarrollo del español académico entre los maestros bilingües
Desde el inicio de la educación bilingüe han existido continuos indicios de que algunos maestros bilingües no cuentan con la habilidad lingüística para impartir el currículo en español académico. Este ensayo deslinda una interpretación de las causas que subyacen este problema. Argumentamos que la política y la economía diluyen el aspecto socio-psicológico del español académico que se transmite de generación en generación a través de los mismos pr…
Acquiring Academic English in One Year
This article examines the primary assumption underlying the recent passage of propositions aimed at meeting the need of English language learners (ELLs). The assumption is that English language learners normally need only one year of intensive structured English immersion to learn English well enough to be academically successful in an all-English instructional environment. This assumption is examined by engaging in an analysis of the learners’ch…
Competing discourses of academic Spanish in the Texas-Mexico borderlands
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. …
Acquiring and Participating in the Use of Academic Spanish
This article presents 4 U.S.-born Latinas'stories regarding their academic Spanish language proficiency development. The stories are examined in light of various factors that influence the development of bilingualism and biliteracy. Each story reveals a sense of struggle to become a participant in the community of academic Spanish language users. Their struggle, however, is tied to institutional constraints, specifically schooling, where access t…
Spanish Academic Language Proficiency
Empirical evidence has been forthcoming that supports the sustained use of native language instruction for Spanish language origin children in the US. This paper argues that prospective bilingual education teachers are not generally afforded the type of Spanish language development opportunities needed to provide sustained native language instruction characterizing the most effective program models. Rather, the academic Spanish language developme…
When Exemplary Gets Blurry
This study represents an effort to describe four high-performing Spanish reading programs in Texas at Grade 3. The schools selected represent one non-border urban school and three U.S.-Mexico border schools. The methodologies used were qualitative based on on-site visits, a semi-direct interview protocol, K-3 classroom observations, and document analysis. The four schools shared the following six features: explicit support for Spanish literacy an…
Gauging the Adequacy of Translanguaging Allocation Policy in Two-Way Immersion Programs in the U.S
This critical assessment examines the tension that has recently evolved between translanguaging advocates and advocates of two-way immersion programs. Translanguaging advocates have called for a reframing of language allocation practices and the incorporation of translanguaging pedagogy into these programs. At issue is that two-way immersion programs, through careful language allocation or separation practices, have empirical longitudinal support…
El Discurso del Español Académico en una Zona Fronteriza
Esta investigación se enfoca en una interpretación del Discurso (con mayúscula) de una comunidad de profesores y administradores relacionada con el español académico en una zona fronteriza de los Estados Unidos y México. Los autores analizan los valores, actitudes, normas, creencias y prácticas de dicha comunidad frente al español académico, y llegan a la conclusión de que su Discurso conlleva rasgos palpables de una colonización benevolente. Thi…
Neoliberal teacher preparation
The current era of neoliberal capitalism has witnessed the domination of public education by business interests which openly promote the spirit of competition among schools, educators and students through a policy of high stakes accountability for immediately measurable educational outcomes. In the USA, this policy proposes to make teacher educator programmes accountable for the impact of their programme completers on student achievement, namely …
Spanish Academic Language Proficiency
Empirical evidence has been forthcoming that supports the sustained use of native language instruction for Spanish language origin children in the US. This paper argues that prospective bilingual education teachers are not generally afforded the type of Spanish language development opportunities needed to provide sustained native language instruction characterizing the most effective program models. Rather, the academic Spanish language developme…
The unified validity of the Four Skills Exam
In the USA, 17 states use Spanish-language proficiency tests to ensure that bilingual education teachers are able to deliver academic instruction in Spanish to school-age students. However, little is known about the tests’ validity. In this study the unified validity of the Four Skills Exam (FSE), used in New Mexico for nearly 18 years, was evaluated using Messick’s framework (1989). Through this analysis, the FSE was found to lack an adequate de…
The unified validity of the Four Skills Exam
When Exemplary Gets Blurry
This study represents an effort to describe four high-performing Spanish reading programs in Texas at Grade 3. The schools selected represent one non-border urban school and three U.S.-Mexico border schools. The methodologies used were qualitative based on on-site visits, a semi-direct interview protocol, K-3 classroom observations, and document analysis. The four schools shared the following six features: explicit support for Spanish literacy an…
Acquiring and Participating in the Use of Academic Spanish
This article presents 4 U.S.-born Latinas'stories regarding their academic Spanish language proficiency development. The stories are examined in light of various factors that influence the development of bilingualism and biliteracy. Each story reveals a sense of struggle to become a participant in the community of academic Spanish language users. Their struggle, however, is tied to institutional constraints, specifically schooling, where access t…
We have correct English teachers. Why can't we have correct Spanish teachers? It's not acceptable”
This research paper examines the narrative accounts of the academic Spanish‐language development of four preservice bilingual education teachers of different backgrounds, including Mexican‐American, white (non‐Hispanic), Mexican immigrant, and the U.S.–Mexico border Hispanic. The purpose of the study is to discover the kinds of educational forces which may impede bilingual education teachers' development of academic Spanish, look at their own per…
Acquiring Academic English in One Year
This article examines the primary assumption underlying the recent passage of propositions aimed at meeting the need of English language learners (ELLs). The assumption is that English language learners normally need only one year of intensive structured English immersion to learn English well enough to be academically successful in an all-English instructional environment. This assumption is examined by engaging in an analysis of the learners’ch…
El (sub)desarrollo del español académico entre los maestros bilingües
Desde el inicio de la educación bilingüe han existido continuos indicios de que algunos maestros bilingües no cuentan con la habilidad lingüística para impartir el currículo en español académico. Este ensayo deslinda una interpretación de las causas que subyacen este problema. Argumentamos que la política y la economía diluyen el aspecto socio-psicológico del español académico que se transmite de generación en generación a través de los mismos pr…
Neoliberal teacher preparation
The current era of neoliberal capitalism has witnessed the domination of public education by business interests which openly promote the spirit of competition among schools, educators and students through a policy of high stakes accountability for immediately measurable educational outcomes. In the USA, this policy proposes to make teacher educator programmes accountable for the impact of their programme completers on student achievement, namely …
El Discurso del Español Académico en una Zona Fronteriza
Esta investigación se enfoca en una interpretación del Discurso (con mayúscula) de una comunidad de profesores y administradores relacionada con el español académico en una zona fronteriza de los Estados Unidos y México. Los autores analizan los valores, actitudes, normas, creencias y prácticas de dicha comunidad frente al español académico, y llegan a la conclusión de que su Discurso conlleva rasgos palpables de una colonización benevolente. Thi…
Competing discourses of academic Spanish in the Texas-Mexico borderlands
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. …
La creación de un nuevo espacio
SINOPSISDesde el inicio de la educación bilingüe el español académico de algunos de los maestros bilingües no ha estado al nivel necesario para funcionar como tales. Los profesores de español y educación bilingüe, incluyendo los administradores, no han logrado trabajar en conjunto por décadas, y son los responsables de esta problemática. En base al análisis que se llevará a cabo sobre los Discursos de ambos grupos, se afirma que la falta de conci…
Gauging the Adequacy of Translanguaging Allocation Policy in Two-Way Immersion Programs in the U.S
This critical assessment examines the tension that has recently evolved between translanguaging advocates and advocates of two-way immersion programs. Translanguaging advocates have called for a reframing of language allocation practices and the incorporation of translanguaging pedagogy into these programs. At issue is that two-way immersion programs, through careful language allocation or separation practices, have empirical longitudinal support…
State of the art
This state-of-the-art paper is centered on bilingual education teachers’ linguistic qualifications with special reference to Spanish competencies needed to meet the needs of emergent bilingual education learners in the U.S. The paper spans over a forty-year period drawing on the experiences and related publications of the principal author beginning in the mid 1980s and up to the present. In doing so, key themes, questions and challenges related t…
Psychology (12 works) · Multilingual Education and Policy (10 works) · Pedagogy (10 works) · Second Language Learning and Teaching (10 works) · Mathematics education (9 works) · Sociology (9 works) · Political science (8 works) · EFL/ESL Teaching and Learning (7 works) · Bilingual education (6 works) · Language proficiency (5 works)