Teacher Observations in a Dual-Language Immersion Teacher Preparation Program: Critical Findings and Implications for Practice

• In Event: AERA Roundtable Session Friday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Classroom Observation SIG Roundtable Session (Table 4)

Abstract

As multilingual learners in the U.S. increase, the need for equitable educational programs like dual-language bilingual education (DLBE) becomes crucial. DLBE programs, which teach at least half of their curriculum in a language other than English (LOTE), support students' linguistic and cultural identities while promoting high levels of English proficiency and superior academic performance. However, the national teacher shortage complicates the preparation of qualified DLBE educators, who require proficiency in the language of instruction and expertise in integrating language and content learning. Using qualitative analysis, this paper examines observations from DLBE educators in a Massachusetts state-funded program, assessing alignment with the National Dual Language Education Teacher Preparation Standards (NDLETPSs) and introducing a refined observation protocol to evaluate DLBE pedagogical practices.

Authors

• Daniel Toro-Gonzalez, University of Massachusetts - Amherst

• Marialuisa Di Stefano, University of Massachusetts - Amherst

• Patrick D. Thane, University of Massachusetts - Amherst

• Elizabeth Marie Llorca, Stonehill College