Spanish Academic Language Proficiency
The Case of Bilingual Education Teachers in the US
Bibliographic Data
| ID | 12752107 |
|---|---|
| Authors | Michael D Guerrero (The University of Texas at Austin, corresponding author) |
| Year | 1997 |
| Volume | 21 |
| Issue | 1 |
| Pages | 65-84 |
| Publication date | 1997-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Bilingual Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1523-5882 • E-ISSN: 1523-5890 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15235882.1997.10815602 |
| OpenAlex | W2003353296 |
| Language | EN |
| Citations received | 22 |
| References cited | 14 |
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 development opportunities they do receive are aimed primarily at serving the needs of early-exit transitional bilingual education programs, the most common and least effective type of bilingual program in the US
Bilingual education · First language · Language proficiency · Linguistics · Mathematics education · Native-language instruction · Neuroscience of multilingualism · Pedagogy · Sociology · Teaching method · Vocabulary development · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Enseñando en español
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Decolonizing US Latinx Students’ Language
Comparing Spanish certification exams for bilingual teachers
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State of the art
Language ideologies of Arizona preschool teachers implementing dual language teaching for the first time
Prospective Bilingual Teachers’ Perceptions of the Importance of their Heritage Language
The unified validity of the Four Skills Exam
Critical Need for Bilingual Education Teachers
Competing discourses of academic Spanish in the Texas-Mexico borderlands
Bilingual Academic Spanish Proficiency Tests
Bilingual Intercultural Teacher Education
Responding to the call
Bilingual Interns' Barriers to Becoming Teachers
Los Programas de Inmersión Bilingüe y la Adquisición del Discurso Académico
El (sub)desarrollo del español académico entre los maestros bilingües
Bilingual Education Candidates’ Challenges Meeting the Spanish Language/Bilingual Certification Exam and the Impact on Teacher Shortages in the State of Texas, USA
My Spanish Feels Like My Second Language”
Can One Size Fit All? The Imperfect Assumptions of Parallel Achievement Tests for Bilingual Students
Who Is Given Tests in What Language by Whom, When, and Where? The Need for Probabilistic Views of Language in the Testing of English Language Learners
Bilingual and ESL classrooms
The Calla handbook
Dual-Language Immersion Programs
Functions of language in the classroom.
Semilingualism
What does it mean to know howto use a language? An essay on the theoretical basis of language testing
Authentic language tests
When learning a second language means losing the first
The Cross-Lingual Dimensions of Language Proficiency
Bilingual Classroom Studies and Community Analysis
Meaning and Values in Test Validation
| Unique citing works | 22 |
|---|---|
| Citations per year | 0,85 |
| Citation span | 2000 - 2023 (24) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 21 |