Supervising and Preparing Dual-Language Bilingual Education Teachers: A Collaborative Autoethnography

• In Event: Teacher and Family Perspectives in Language Policies and Language Instruction

Abstract

The growing numbers of dual language bilingual education (DLBE) programs across the U.S., combined with historic lack of research of DLBE teacher preparation, especially field supervision, make understanding university supervisors who bridge universities and schools and theory and practice critical. In this collaborative autoethnography, we, all former or current university supervisors, wrote narratives, critically co-reflected upon them, and analyzed the feedback we provided to DLBE pre-service teachers to determine how our identities and DLBE experiences related to how we prepare reflective and critically competent DLBE teachers. Our diverse geographic, historic, linguistic, and education backgrounds have greatly influenced us as supervisors. Understanding how experiences intersect and are enacted in feedback is important for DLBE teacher preparation and university supervisors’ professional learning.

Authors

• Lisa Domke, Georgia State University
  Presenting Author

• Christian Valdez, Georgia State University
  Presenting Author

• Cathy Amanti, Georgia State University (retired)
  Non-Presenting Author