Growing the Profession: A Critical Policy Analysis of the Impact of California’s Bilingual Teacher Professional Development Program

• In Event: Multilingual Learners and Bilingual Education: Language Policy Perspectives

Abstract

This study applied a critical policy analysis approach to understand the implementation of California’s Bilingual Teacher Professional Development Program (BTPDP, 2018-2021), a policy intended to increase the state’s supply of fully authorized bilingual teachers. We “explore and interrogate ways in which [BTPDP} addresses the historical, sociopolitical and geographic contexts” (Diem & Brooks, 2022, p3) around equity in bilingual/dual language education and to understand grantees’ perspectives by conducting content analysis of final reports and interview data. Findings indicate: 1) gains in the number of authorized bilingual teachers; (2) increased professional learning among aspiring, current and returning bilingual teachers and administrators to establish foundations for implementation of effective bilingual/dual language programs; and (3) stronger partnerships between local educations agencies and universities.

Authors

• Magaly Lavadenz, Loyola Marymount University

• Linda R. G. Kaminski, Loyola Marymount University

• Elvira G. Armas, Loyola Marymount University