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Bilingual Teacher Education: Opportunities for Enactment in a Target Language

Mon, April 20, 4:05 to 5:35pm, Virtual Room


Little research discusses bilingual credential candidates’ opportunities for enactment in the multiple languages they are preparing to teach in. This is due, in part, to the siloed nature of bilingual teacher preparation, where it is considered separate from teacher preparation more broadly. In this proposal, we examine a literacy methods course preparing bilingual-credential candidates that included enactment opportunities with children. We report findings from a case analysis of literacy methods course. Data indicate that intentional teacher educator pedagogical decisions create supports for candidates to engage in different types of enactment and provide opportunities for enactments in multiple languages. This study has implications for bilingual credential teacher educators who aim to incorporate purposeful clinical experiences inside of their methods courses.