Translingual Latinx Ethnic Studies Summer School: Filling the Ethnic Studies Gap in Bilingual Teacher Education in the Midwest

• In Event: Impact of Teacher Professional Development on Instructional Quality

Abstract

Cultivating cultural competence among Dual Language Bilingual Education teachers is especially crucial as most training usually emphasizes an ahistorical approach to language-focused/language-content integration and teaching strategies. The Translingual Latinx Ethnic Studies Summer School (TLESSS) project for bilingual/bicultural elementary students in the Twin Cities is to train DL teachers in ethnic studies to implement an equitable culturally and linguistically responsive summer program for Latinx bilingual/bicultural elementary students. This paper illustrates the series of capacitaciones a couple of DLBE teachers went through apropos of this larger project, their sense-making of the gaps in their teacher training/professional development, their personal and professional (re)discoveries, and how their new understandings shape their pedagogical choices for TLESSS and their own classrooms in the future.

Authors

• Blanca Gabriela Caldas Chumbes, University of Minnesota
  Presenting Author

• Corina Pastrana, Minneapolis Public Schools
  Presenting Author