Haciendo Puentes al Andar: A Bilingual Teacher Preparation Program Evaluation Through a Mixed Methods Approach.

• In Event: AERA Roundtable Session Thursday 1:45 pm Four Seasons Ballroom 1
  In Roundtable Session: Research and Professional Development in Bi-/Multilingual Education: Perspectives and Advocacy for Educational Justice (Table 4)

Abstract

The rapid increase in multilingual learners in the U.S. necessitates equitable educational programs like dual-language bilingual education (DLBE), which protect linguistic heritage and support academic growth. DLBE programs, teaching at least half their curriculum in a LOTE, are crucial for preserving cultural identities. However, there is a shortage of qualified DLBE teachers, who need high language proficiency and pedagogical expertise. This study explores the integration of state and national standards in DLBE teacher preparation, leveraging the National Dual Language Education Teacher Preparation Standards (NDLETPSs). Using a mixed-methods approach, it analyzes syllabi, teacher observations, and artifacts, highlighting the need for comprehensive assessment tools and improved observation protocols. Findings emphasize the alignment of curricula with standards and suggest enhancements for teacher preparation programs.

Authors

• Marialuisa Di Stefano, University of Massachusetts - Amherst

• Daniel Toro-Gonzalez, University of Massachusetts - Amherst

• Elizabeth Marie Llorca, Stonehill College

• Patrick D. Thane, University of Massachusetts - Amherst