Advancing the Academic-Pedagogical Spanish Competencies of Bilingual Teacher Candidates: A Case of Self-Reflective Practice

• In Event: Roundtable Session 25
  In Roundtable Session: Contexts in Teaching

Abstract

Bilingual education teachers have been identified as generally exhibiting low levels of academic Spanish language proficiencies. Given the importance of teacher academic language skills in advancing the language competencies and academic achievement of emergent bilingual students, scholars in the field of bilingual teacher preparation urgently continue to advocate for the improvement of Spanish language-related teacher preparation practices. Yet, the field of bilingual teacher preparation is in need of studies on effective instructional approaches for developing the academic Spanish competencies of pre-service teachers. The author presents a case of self-reflective practice in addressing this need.

Author

• Cristian R. Aquino-Sterling, SDSU/The Graduate Center, CUNY