Preparing bilingual teachers on the U.S./Mexico border

Including the voices of emergent bilinguals

Bibliographic Data

ID20506221
AuthorsAlcione N Ostorga (0000-0002-9366-3393, Bilingual and Literacy Studies Department, University of Texas Rio Grande Valley, Edinburg, TX, USA, corresponding author), Peter Farruggio (Bilingual and Literacy Studies Department, University of Texas Rio Grande Valley, Edinburg, TX, USA)
Year2020
Volume23
Issue10
Pages1225-1237
Publication date2020-11-25
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInternational Journal of Bilingual Education and Bilingualism (JOURNAL)
Journal identifiersISSN: 1367-0050 • E-ISSN: 1747-7522
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13670050.2018.1438348
OpenAlexW2791438261
LanguageEN
Citations received10
References cited30

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 Garcia, O., J. A. Kleifgen, and L. Falchi. 2008. From English Language Learners to Emergent Bilinguals. Equity Matters. Research Review No. 1. Campaign for. New York, NY: Equity Matters. [Google Scholar]) – 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

Bilingual education · Educational Equity · Focus group · Garcia · Hegemony · Humanities · Mathematics education · Neuroscience of multilingualism · Pedagogy · Political science · Politics · Sociology · Critical Race Theory in Education · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

Tools

Open DOISci-Hub