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

Session Type: Symposium

Abstract

The continued emergence of K-12 bilingual/dual-language programs, as well as the language demands of new K-12 standards (e.g., Common Core en Español) require bilingual teacher preparation programs across the nation provide future teachers with ample opportunities to acquire the language competencies needed to effectively teach in Spanish across the content-areas in K-12 bilingual schools. In this session, participants present current challenges and opportunities in the assessment and development of Spanish language competencies in bilingual teacher education. Preparing linguistically qualified bilingual teachers is, fundamentally, a matter of equity and social justice as teachers’ classroom discourse “affects the equality, or inequality, of [emergent bilingual] students’ educational opportunities” (Cazden, 2001, p. 3).

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 5: Preservice Teacher Education Coursework: Curriculum and Teaching to Improve Teacher Knowledge, Understanding, and Pedagogical Practices

Chair

• Fernando Rodriguez-Valls, California State University - Fullerton

Papers

• Ensuring Bilingual Candidates' Spanish Language Proficiency as a Democratic Principle - Belinda Bustos Flores, The University of Texas - San Antonio

• Do I Speak Good Enough? Is Proficiency Testing a Barrier Heritage Speakers of Spanish Face on the Road to Becoming Credentialed Bilingual Teachers? - Breann Mudrick, San Diego State University

• Preparing Linguistically Competent and Ideologically Clear Bilingual Teachers - Cristina Alfaro, San Diego State University

• Developing "Pedagogical Spanish" Competencies in Bilingual Teacher Education: Why and How? - Cristian R. Aquino-Sterling, The Graduate Center, City University of New York (CUNY)

Discussant

• Michael D. Guerrero, The University of Texas Rio Grande Valley