Bilingual Teacher Residencies: Leveraging Community Social, Linguistic, and Cultural Wealth

• In Event: AERA Roundtable Session Thursday 1:45 pm Four Seasons Ballroom 4
  In Roundtable Session: Cultivating Equity in Early Childhood Education: Exploring Community Wealth, Critical Pedagogies, and Culturally Sustaining Practices in Teacher Preparation Programs (Table 12)

Abstract

This exploratory-descriptive qualitative study explored bilingual teacher residencies (BTRs) in California, emphasizing the role of community wealth(Authors, 2024; Yosso, 2005) in program development and implementation to address bilingual teacher shortages. Focusing on perspectives and document reviews from five program leaders in Local Education Agencies (LEAs) and Institutions of Higher Education (IHEs), we used the Critical Multilingual Policy Ecology Framework (Authors, 2024) to analyze how BTRs leverage social, linguistic, cultural, and pedagogical capital. Findings suggest that promising BTR practices include: (1) systemic design that builds on community wealth, (2) equity-focused partnerships that address biliteracy goals and program coherence, and (3) emphasis on development of critical consciousness and culturally sustaining pedagogies.

Authors

• Elvira G. Armas, Loyola Marymount University

• Magaly Lavadenz, Loyola Marymount University