Developing "Pedagogical Spanish" Competencies in Bilingual Teacher Education: Why and How?

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

Abstract

Objectives: To make a case for the need to develop teaching-specific Spanish competencies in bilingual teacher education; to provide a theoretical/methodological framework for accomplishing this task; to discuss implications for curriculum and practice from the perspective of a reflective scholar-practitioner conducting this work.

Perspectives: The continued emergence of K-12 dual-language schools (McKay Wilson, 2011), as well as the new disciplinary Spanish language demands of CCSS en Español, require bilingual teacher preparation programs across the nation provide teacher candidates ample opportunities to acquire the language skills needed to effectively teach in Spanish across the K-12 curriculum. Although bilingual teacher education scholars continue to advocate for the improvement of Spanish language-related teacher preparation practices (Guerrero & Valadez, 2011), the field is in critical need of research on how faculty are conducting this work in their own practice. From a Language for Specific Purpose orientation (Hyland, 2009), I make a case for the need to develop teaching-specific or pedagogical Spanish competencies in bilingual teacher education, and highlight the value of content-based (Met, 1999) and task-based (Ellis, 2003) language instruction as a framework for designing and implementing professionally relevant language development activities. Employing a professionally relevant framework and approach is, fundamentally, a matter of equity and social justice as teachers’ classroom discourse “affects the equality, or inequality, of [emergent bilingual] students’ educational opportunities [in K-12 bilingual/dual language classrooms]” (Cazden, 2001, p. 3).

Modes of inquiry: In order to develop the framework here outlined, I engaged in a content analysis of theories of Language for Specific Purposes (Hyland, 2009) and the literature on “language as action” (van Lier & Walqui, 2012). The analysis provided the conceptual basis for making a case for the need to develop teaching-specific or pedagogical Spanish competencies in bilingual teacher education (the “why”). In addition, it provided the methodological basis for designing and implementing teaching-specific language development activities (the “how”). After implementing activities ensuing from the framework in my own bilingual teacher education course, I conducted an analysis of student responses. From the perspective of the reflective practitioner (Shon, 1984), I assessed the value of the framework and identified implications for curriculum design and classroom practice.

Materials: Sources of data pertain to scholarship that inform the basis for the professionally relevant framework presented; sample activities resulting from the framework designed; and bilingual teacher candidates’ responses.

Results: The conceptual and methodological tools employed were useful for designing effective activities and crafting a sound argument to advocate for the need to develop teaching-specific or pedagogical Spanish competencies in bilingual teacher education. Student work shows that pedagogical Spanish is a valuable framework/approach for designing/implementing activities and developing teaching-specific Spanish competencies in bilingual teacher education.

Significance: Developing Spanish language competencies in bilingual teacher education requires a language development model/framework aligned with research-based practices. Providing a model for conducting this work serves to continue to advance the field in its intent to “find ways to improve our Spanish language-related teacher preparation practices” (Guerrero & Valadez, 2011). The model can serve as a valuable resource for faculty across the nation.

Author

• Cristian R. Aquino-Sterling, The Graduate Center, City University of New York (CUNY)