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Innovating Curricular Designs for Bilingual Teacher Education in the US: Programs, Policies and Partnerships
Fri, April 10, 7:45 to 9:15am PDT (7:45 to 9:15am PDT), Los Angeles Convention Center, Floor: Level Two, Poster Hall - Exhibit Hall ASession Type: Poster Session
Abstract
Posters represent chapters from the in-process Handbook of Bilingual Teacher Education (under contract) across two areas: program designs, and policy/leadership/community. Authors are researchers and teacher educators who prepare bilingual education teachers to work with emergent bilingual students K-12 settings. All posters seek to respond to the question: In what program designs do preservice and in-service teachers learn to foster bilingualism, biliteracy and biculturalism in their schools and classrooms? Bilingual teacher learning is complex, overlaying all the challenges of preparing professional educators for today’s diverse schools with all the challenges of educating bilingual/bicultural students: Accordingly, issues of politics, policy, program design, partnerships and leadership will be the focus of this structured poster session representing contexts across the US.
Sub Unit
Papers
A Field of Resistance and Play: Notes Toward a Critical History of Bilingual Teacher Education in the United States. - Cristian R. Aquino-Sterling, Texas Tech University; Lauren Tenneson, Texas Tech University
Advocating for LGBTQ+ Students in Bilingual Classrooms: Creating Solidarity and Building Coalitions Across Communities - Carol Brochin, University of Arizona; Anthony Diaz-Vazquez, University of Arizona; Em Bowen, University of Arizona
Intertwined Gentrification Processes of U.S. Neighborhoods and Bilingual Education: Uncovering Possibilities of Resistance and Transformation - James A. Gambrell, University of Northern Colorado; Garrett Delavan, University of New Mexico
The Need for Trauma-Informed Approaches in Bilingual Teacher Preparation - Vanessa Santiago Schwarz, University of Colorado - Boulder; Ofelia Castro Schepers, Purdue University
Navigating Complexity: The Roles of Bilingual Teacher Educators as Policy Agents in University Teacher Preparation Programs - Magaly Lavadenz, Loyola Marymount University; Jongyeon Joy Ee, Loyola Marymount University; Elvira G. Armas, Loyola Marymount University
Empowering Bilingualism: The Role of Culturally Responsive Leadership in Sustaining Culturally Sustaining Pedagogy - Lourdes Viloria, Texas A&M International University
Integrating Technology into Bilingual Teacher Education Programs: Lessons from a Teacher Educator Affinity Group - Jenia Marquez, City University of New York; Sarane James, City University of New York; Sara Vogel, City University of New York; Dominika McPartland, Hunter College - CUNY; Zena Cooper, Hunter College
From English-only to Renacimiento: The Role of State Policy Making and Grassroots Program Development in (Re)Building California’s Bilingual Teacher Pipeline - Adam Sawyer, California State University - Bakersfield; Adeli Ynostroza Ochoa, California State University - Bakersfield
Adding Critical Earth Consciousness to the Conversation on Critical Consciousness in Dual Language Bilingual Education: Two Case Studies - Juan A. Freire, Brigham Young University; Garrett Delavan, University of New Mexico; Trish Morita-Mullaney, Purdue University; Erica Freire, None
Preparing Critically Conscious Bilingual Educators with a Global Perspective: Historical Foundations and Future Directions - Cristina Alfaro, San Diego State University
Critical and Culturally Efficacious Bilingual Pedagogues: The Nautilus Shell as a Metaphor for Transformation and Transcendence in Biliteracy Practices - Claudia T Garcia, University of Texas San Antonio; Belinda Bustos Flores, University of Texas - San Antonio; Juanita Santos, University of Texas - San Antonio; Claudia Cabrera, University of Texas - San Antonio
Understanding and Addressing Language Ideologies in Bilingual Teacher Education Programs - Gilberto P. Lara, University of Texas - San Antonio; Kathryn I. Henderson, University of Texas - San Antonio; Kristen Lindahl, University of Texas - San Antonio