Pathway and Challenges to Become a Bilingual Educator: A Case Study

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Pathways to Multilingualism and Navigating Choques (Table 36)

Abstract

This study examines one teacher’s pathway to becoming a Spanish component teacher in a dual language program and the current challenges she confronts in the classroom. A sociocultural and language ideologies framework was used as the data was collected and analyzed. The findings reflect connections between the teacher’s educational pathway and the challenges she faces in her practice as an educator in the dual language program. Highlighting the lack of support for the partner language and a lack of understanding of the dual language program by administrators. It illuminates the challenges that dual language teachers experience in their classroom and school, offering potential implications to better support partner language teachers in dual language programs.

Author

• Yokaira A. López-Tifa, University of Massachusetts - Amherst