Preparing Linguistically Competent and Ideologically Clear Bilingual Teachers

• In Event: Preparing Linguistically Qualified Bilingual/Dual Language Teachers: Challenges and Opportunities in Spanish Language Assessment and Development

Abstract

Objectives: To identify current challenges in preparing highly qualified bilingual teachers in CA and discuss implications and recommendations for preparing linguistically competent, critically conscious, and ideologically clear educators (Author et al., 2015; Bartolomé, 2010; García, 2014a, 2014b).

Theoretical framework: Currently bilingual teacher educators’ conversations revolve around the challenges to identify, name, and confront the pressing issues related to the preparation of teachers ready to meet the demands created by the exponential growth of dual language schools across the nation, particularly in CA with one-third of the nation’s programs (CAL, 2015). This growth has elevated bilingual teacher educators’ preoccupation with the pressing need to prepare linguistically competent and ideologically clear teachers. This is an essential matter of equity given dual language classroom discourse, as well as the ideology that informs teachers’ pedagogy (Bartolomé, 2010), affects the equality or inequality of emergent bilingual students’ educational experiences (Cazden, 2001).

At present, the preparation of bilingual teachers varies across programs despite national standards for the profession (e.g., NCATE, CAEP). Differences and emphasis in the curriculum, field experiences, and state certification provide myriad program alternatives. However, one common thread amongst all programs is the diversity of the target language competencies of teacher candidates, particularly in the case of California’s teacher certification. One of the requirements to teach in dual language settings (in order to teach content in the target language) is to attain a state-conferred Bilingual Authorization (CA Commission on Teacher Credentialing) through university courses and/or examination (CSET LOTE). District/school administrators and dual language educators perceive the established criterion as a minimal level of competency for state-certified bilingual teachers in CA (Author, forthcoming). This minimal level of competency affects the quality of content instruction in the target language and poses a significant concern for the adequate preparation in content methods courses for bilingual teachers.

Methods: Through the use of surveys, focus groups, observations, and interviews, this study examines multi-dimensional aspects of bilingual teacher preparation in CA with a focus on: 1) minimal standards in state proficiency examination in Spanish and Spanish Academic Language in content area methods courses; 2) bilingual teacher candidates who are the product of an era of anti-bilingual education in CA public schools due to Proposition 227; 3) bilingual teacher candidate ideological posture with respect to social class dimensions and the standard and non-standard classroom language use, and 4) limited resources affecting education departments with particular needs to hire qualified bilingual faculty.

Preliminary results: Prospective bilingual teacher candidates exhibit “language shame” and severed bi-cultural identity as a result of their deficit/subtractive “English Only” schooling; bilingual teacher education departments are merely surviving to maintain their existence due to shrinking resources, support from university leaders, changes in bilingual accreditation, and limited numbers of qualified bilingual faculty; classroom vignettes and interviews reveal the lack of emphasis on social class dimensions of language and ideological clarity in teacher preparation and professional development programs.

Significance: Advancing the field of bilingual teacher education requires an understanding of its challenges and opportunities. From these understandings, I propose viable solutions to address needs and capitalize on opportunities.

Author

• Cristina Alfaro, San Diego State University