Beyond Bilingual: A Critical Look at Dual-Language Bilingual Education Professional Development Practices

• In Event: Bilingual Teacher Knowledge: Critical Consciousness, Instructional Practices, and Resilience

Abstract

Drawing on three qualitative studies whose data sets have been analyzed for commonalities, we utilize a phenomenological approach in order to explore the role of professional development in fostering a critically consciousness learning community in dual language bilingual education (DLBE). We outline critical interactions between DLBE practitioners, leaders, and students to conceptualize new and more productive “professional development” models that center critical consciousness at the forefront of DLBE, with equal importance to pedagogical training and bilingual ability. Following the findings, we offer implications for both DLBE practitioners and scholars.

Authors

• Jillian J. La Serna, University of North Carolina - Chapel Hill

• Caroline A. Hesse, University of Texas - Rio Grande Valley