“I Am a Bilingual Teacher”: Self-Reflection on Learning in a Bilingual Authorization Program

• In Event: Explorations of Identity and Belonging

Abstract

This paper focuses on the use of narrative reflections of 21 Latino/a teachers enrolled in a bilingual authorization class to uncover how their experiences interacting with content related to teaching for biliteracy, asking the question, how do teachers reflect on their practice as bilingual teachers?

Author

• Sharon H. Ulanoff, California State University - Los Angeles