Prácticas altamente efectivas de tres programas bilingües de preparación de maestros en instituciones de servicio hispano en los Estados Unidos

  • Esther Garza Texas A&M University-San Antonio
  • Katherine Espinoza Texas A&M University-San Antonio
  • Margarita Machado-Casas San Diego State University
  • Belinda Schouten Our Lady of the Lake University
  • Myriam Jimena Guerra Texas A&M University-San Antonio
Palabras clave: Maestros Bilingües de Pre-servicio (BPST), Preparación de maestros bilingües, Formación de identidad de BPST, Retención y reclutamiento de maestros bilingües, Instituciones de Servicio Hispano (HSIs)

Resumen

Los programas de preparación para educación bilingüe ofrecen oportunidades para docentes aspirantes o principiantes bilingües (BPSTs- por sus siglas en inglés), quienes poseen competencias lingüísticas en dos idiomas y a su vez tienen el conocimiento cultural para asegurar que las necesidades de las poblaciones bilingües y multilingües sean cumplidas. No obstante, prevalece una escasez de maestros bilingües en los Estados Unidos (USDE, 2015). En este artículo, tres programas de preparación bilingüe en universidades que apoyan las necesidades de los estudiantes Hispanos en los Estados Unidos (HSIs), exploran sus prácticas y presentan ejemplos para la preparación efectiva de los maestros en programas bilingües y de doble sendero. Los resultados de la investigación exponen un proceso de formación de identidad, desarrollo de la conciencia crítica e incluye conexiones sociopolíticas y socioculturales para el aprendizaje. Otros resultados significativos son el uso de prácticas pedagógicas efectivas y la atención a los procesos socioemocionales orientados a ejercer un rol activo de abogacía y agencia con perspectiva de justicia social. Se presenta un modelo cíclico como marco de apoyo para la preparación de maestras-os bilingües y las implicaciones señalan una nueva dirección para explorar este modelo cíclico como estrategia para reclutar y retener un exitoso programa de preparación de docentes bilingües.

Descargas

La descarga de datos todavía no está disponible.

Citas

Alfaro, C. (2017). Growing ideologically clear and linguistically efficacious dual language

teachers. California Association for Bilingual Educators (CABE). The multilingual

educator: Conference Edition, 36–42.

Alfaro, C. (2018). The sociopolitical struggle and promise of bilingual teacher education: Past,

present, and future. Bilingual Research Journal, 41(4), 413–427.

Alfaro, C., & Bartolomé, L. (2018). Preparing Ideologically Clear Bilingual Teachers:

Honoring Working-Class Non-Standard Language Use in the Bilingual Education

Classroom. Issues in Teacher Education, 26(2), 11-34.

Alfaro, C., & Hernández, A. M. (2016). Ideology, pedagogy, access and equity (IPAE): A critical examination for DL educators. The Multilingual Educator, 3(1), 8–11.

Amanti, C. (2019) The (invisible) work of Dual Language Bilingual Education teachers.

Bilingual Research Journal, 42(4), 455-470.

Anzaldúa, G. (1999). Borderlands: La frontera. San Francisco: Aunt Lute Books

Arce, J. (2004) Latino bilingual teachers: the struggle to sustain an emancipatory pedagogy in

public schools. International Journal of Qualitative Studies in Education, 17(2),

-246.

Arroyo-Romano, J. (2016). Bilingual education candidates’ challenges meeting the Spanish

language/bilingual certification exam and the impact on teacher shortages in the State

of Texas. Journal of Latinos & Education 15(4), 275-286.

Baker, C., & Wright, W.E. (2017). Foundations of Bilingual Education and Bilingualism (6th

edition). Bristol: Multilingual Matters.

Bartolomé, L. I. (2004). Critical pedagogy and teacher education: Radicalizing prospective

teachers. Teacher education quarterly, 31(1), 97-122.

Bartolomé, L. I., & Trueba, E. T. (2000). Beyond the politics of schools and the rhetoric of

fashionable pedagogies: The significance of teacher ideology. Immigrant voices: In

search of educational equity, 277-292.

Blanton, C. (2004). The strange career of bilingual education in Texas, 1836-1981. College

Station: Texas A & M University Press.

Calderon, D. (2014). Anticolonial methodologies in education: Embodying land and indigeneity

in Chicana feminisms. Journal of Latino/Latin American Studies, 6(2), 81–96.

Carver-Thomas & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what we

can do about it. Palo Alto, CA: Learning Policy Institute

Cervantes-Soon, C. G. (2018). Using a Xicana feminist framework in bilingual teacher

preparation: Toward an anticolonial path. Urban Review, 50(5), 857-888.

Delgado Bernal, D. (2002). Critical race theory, Latino critical theory, and critical

raced-gendered epistemologies: Recognizing students of color as holders and creators of

knowledge. Qualitative Inquiry, 8(1), 105-126.

Emmerson, R., & Fritz, R. RR, & Shaw, L.(1995). Writing ethnographic field notes.

Flores, B. B., Clark, E. R., Guerra, N. S., & Sánchez, S. V. (2008). Acculturation among Latino

bilingual education teacher candidates: Implications for teacher preparation institutions.

Journal of Latinos and Education, 7(4), 288-304.

Flores, B.B. & Claeys, L. 2010. Academy for teacher excellence: Maximizing synergy among

partners for promoting college access for Latino teacher candidates. The Urban Review,

(3).

Freire, P. (2000). Pedagogy of the oppressed. 30th anniversary ed. New York: Continuum.

Freire, P. (1972). Pedagogy of the oppressed. New York: Herder and Herder.

García-Mateus, S. & Palmer, D. (2017) Translanguaging pedagogies for positive identities in

two-way dual language bilingual education. Journal of Language, Identity &

Education, 16(4), 245-255.

García , O. & Wei, L. (2014). Translanguaging: Language, bilingualism and education. New York: Palgrave Macmillan.

González, R.D., & Melis, I. (eds.). (2000). Language ideologies: Critical perspectives on the

official English movement, Vol. 1: Education and the social implications of official

language. Urbana, IL and Mahwah, NJ: National Council of Teachers of English and

Lawrence Erlbaum.

Hakuta, K. (1990). Bilingualism and bilingual education: A research perspective. Occasional

Papers Series, No. 1. Washington, DC: National Clearinghouse for Bilingual Education.

Hispanic Association of Colleges and Universities. (n.d.). The Champions of Hispanic Success

in Higher Education. https://www.hacu.net/hacu/default.asp

Kennedy, B. (2018) The bilingual teacher shortage in one Texas school district:

Practitioner perspectives, Journal of Latinos and Education.

Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge: University of Cambridge Press.

Lopez, A. E. (2011). Culturally relevant pedagogy and critical literacy in diverse English

classrooms: A case study of a secondary English teacher's activism and agency. English

Teaching: Practice and Critique, 10(4), 75-93.

Machado-Casas, M., Cabello, S. A., Talati-Espinza, K., & Abdul-Razaq, H. (2018). Working

with immigrant and refugee families: broadening cross-cultural understanding with

immigrant/refugee families. Foro de Educación, 16(25), 193-205.

Machado-Casas, M., Talati, K., Abdul-Razaq, H., Fonseca, M., & Peña, C. (2017). Pedagogies of

Puppetry: Marginalization, hegemony and colonized treatment of Immigrant and Refugee

Families. EHQUIDAD. Revista Internacional de Políticas de Bienestar y Trabajo Social,

(7), 11-42.

Machado-Casas & Espinoza, K. (2020). Programmatic Clarity: A Framework for Bilingual

Teacher Preparation. Manuscript submitted for publication.

Machado-Casas, M. & Castillo, G. (2019, Feb.). Online Bilingual Credential Programs: A

Framework for Instruction, Engagement, and Pedagogy. National Association of Bilingual Education Conference, Orlando, FL.

Machado-Casas, M. & Schouten, B. (2012, Feb. 15). Bilingual Education Student Organization

(BESO): A Model for Growing Our Own Conscious Educators. Manuscript submitted for publication.

Machado-Casas, M. & Schouten, B. (2012, Feb. 15). Current language policies and the changing

face of the U.S. National Association of Bilingual Education Conference, Dallas, TX.

Martínez-Álvarez, P., Cuevas, I., & Torres-Guzmán, M. (2017). Preparing Bilingual Teachers:

Mediating Belonging With Multimodal Explorations in Language, Identity, and Culture.

Journal of Teacher Education, 68(2), 155–178.

Maxwell, J. A. (2008). Designing a qualitative study. The SAGE handbook of applied social

research methods, 2, 214-253.

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San

Francisco, CA: Jossey-Bass

Moll, L. & Amanti, C. (2005). Funds of knowledge: Theorizing practice in households,

communities, and classrooms. Mahwah, N.J: L. Erlbaum Associates.

Montaño, T., López-Torres, L., DeLissovoy, N., Pacheco, M., & Stillman, J. (2002). Teachers as

activists: Teacher development and alternate sites of learning. Equity & Excellence in

Education, 35(3), 265-275.

Morgan, B. (2004). Teacher identity as pedagogy: Towards a field-internal conceptualisation in

bilingual and second language education. International Journal of Bilingual Education

and Bilingualism, 7(2-3), 172-188.

National Center For Education Statistics. (2019, April 14). English language learners in public schools. IES-NCES. http://nces.ed.gov/pubs2005/2005003.pdf

Nieto, S. & Bode, P. (2012). Affirming diversity: The sociopolitical context of multicultural

education. Boston, MA: Pearson Education,

Our Lady of the Lake University. (2020). History. https://www.ollusa.edu/about/history.html

Padilla, A.M., Lindholm, K. J., Chen, A., Duran, R., Hakuta, K., Lambert, W. and Tucker, R.G. (1991). The English-only movement: Myths, reality, and implications for psychology.

American Psychologist 46, 120–130.

Picower, B. (2012). Teacher activism: Enacting a vision for social justice. Equity & Excellence in Education, 45(4), 561-574.

Schouten, B. & Machado-Casas, M. (2015, Mar. 7). Increasing the bilingual pipeline. National

Association of Bilingual Education Conference, Las Vegas, NV.

Urrieta, L. (2009). Working from within: Chicana and Chicano activist educators in

Whitestream schools. University of Arizona Press.

Urrieta, L. (2010). Working from within: Chicana and Chicano activist educators in whitestream

schools. University of Arizona Press.

U.S. Bureau of Higher Education. (1968). Search 68: educational talent search program,

-69. U.S. Government Printing Office.

U.S. Department of Education. (2015). Office of English Language Acquisition, Dual Language

Education Programs: Current State Policies and Practices, Washington, D.C.

Valenzuela, A. (2016). Growing critically conscious teachers: A social justice curriculum for

educators of Latino/a youth. New York, NY: Teachers College Press.

Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher

identity: Three perspectives and beyond. Journal of language, Identity, and Education,

(1), 21-44.

Publicado
2020-07-04
Cómo citar
Garza, E., Espinoza, K., Machado-Casas, M., Schouten, B., & Guerra, M. J. (2020). Prácticas altamente efectivas de tres programas bilingües de preparación de maestros en instituciones de servicio hispano en los Estados Unidos. EHQUIDAD. Revista Internacional De Políticas De Bienestar Y Trabajo Social, (14), 95-128. https://doi.org/10.15257/ehquidad.2020.0014
Sección
Artículos