From English Language Learner to Bilingual Teacher: Identifying Teacher Dispositions From Personal and Professional Experiences

• In Event: Perspective on Bilingual Teacher Education and Research

Abstract

Abstract

This study examines the dispositions that bilingual education teachers who were once English language learners (ELLs), identify as being necessary for teachers in bilingual classrooms. In this study experienced bilingual education teachers in a 90-10 dual language program, identified dispositions they felt were important and necessary to teach Hispanic ELLs. However, most of the literature on dispositions is focused on mainstream teachers and on diversity and not specifically on teachers of ELLs.

The dispositions for teachers of ELLs are difficult to ascertain and assess. The personal and professional insights of attitudes and perceptions provided by these particular participants are unique and add research to an area that is very limited and has been neglected.

Authors

• Alfredo H. Benavides, Texas Tech University

• Eva Midobuche, Texas Tech University

• Erin Kostina-Ritchey, Texas Tech University