Highly Effective Practices of Three Bilingual Teacher Preparation Programs in US Hispanic-Serving Institutions (HSIs)

Garza, Esther; Espinoza, Katherine; Machado-Casas, Margarita; Schouten, Belinda; Guerra, Myriam Jimena

doi:10.15257/ehquidad.2020.0014

Cited by 4 publications

(3 citation statements)

References 25 publications

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“…Similar to previous work dedicated to improving BPST education (Castañeda-Trujillo (2013); Garza et al, 2020;Whyte and Karabon, 2016), our work aligns with creating multiple opportunities for preservice teachers to engage with the creation of lessons, activities and resources that are specifically designed for CLD students. These scholars also pinpoint that a significant point of contention within BPST education programs is the limited amount of opportunities that preservice teachers get to spend in their field placements.…”

Section: Virtual Libraries Projectmentioning

confidence: 84%

“…Recent scholarship has focused on BPST preparation and equipping teacher candidates with the necessary tools to work with culturally and linguistically diverse (CLD) populations (Garza et al , 2020; Cervantes-Soon, 2018; Alfaro, 2018). These scholars have outlined vital components necessary for establishing bilingual preparation programs dedicated to addressing issues related to the sociopolitical context of schooling and educator identity development.…”

Section: Teacher Preparationmentioning

confidence: 99%

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“I did not realize that my teacher had taken away part of my identity”: bilingual preservice teachers’ virtual libraries project

Espinoza

Kohler

2022

JME

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Purpose The purpose of this study is to investigate how participating in a multicultural education course impacted bilingual preservice teachers' (BPSTs) conceptions of identity and how they were able to use their experiential knowledge to create a virtual library based on a variety of topics related to multicultural education. Design/methodology/approach This qualitative case study examines the experiences of three BPST candidates within a multicultural education course during the fall 2020 semester. The authors focused on three preservice teachers’ written reflections, interviews and work samples based on a virtual library project. Findings The authors describe the critical role BPST preparation programs have in developing coursework that provides opportunities for building a positive self-identity that values life experiences. Such opportunities foster BPSTs’ ability to create lessons that are reflective of identity and diversity inclusive of culture, language, immigration and LGBTQ+. Originality/value For some time now, researchers have examined how teacher education programs should include opportunities to interrogate preservice teachers' own experiences in K-12. However, few researchers have directly documented how to connect these experiences to preservice teacher coursework and create classroom resources based on these critical reflections.

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Section: Virtual Libraries Projectmentioning

confidence: 84%

Section: Teacher Preparationmentioning

confidence: 99%

“I did not realize that my teacher had taken away part of my identity”: bilingual preservice teachers’ virtual libraries project

Espinoza

Kohler

2022

JME

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“…Bilingual teacher education scholars concur that TCs must develop a solid understanding of the sociopolitical and historical factors shaping the schooling of racialized bilingual learners (Garza et al, 2020). This critical understanding of the broader context is key to bilingual teacher preparation in the face of the anti-immigrant and anti-Spanish climate surrounding bilingual education (Alfaro, 2018;Palmer, 2018;Ek, et al, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Latina/o bilingual teacher candidates’ meaning-making of space and place: Attending to raciolinguistic landscapes in bilingual teacher education

Escobar

Deroo

2023

Multimodality & Society

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In this article, we examine the ways 17 Latina/o bilingual teacher candidates (TCs) employed spatial rationales to make meaning of why they mostly leverage English within their bilingual teacher education classes at their Hispanic-Serving Institution. We asked: (1) How do TCs interpret the predominance of English on campus and the bilingual teacher education program? (2) What do TCs’ understandings reveal about the nature of the structures sustaining the hegemony of English? To answer these questions, we drew upon the raciolinguistic perspective and critical notions of space and place. Findings reveal that despite the University’s mission to serve Latina/o students, TCs still experience English as connected to the United States and the predominantly white community where campus is located, and Spanish as belonging in Mexico and the heavily Mexican and Mexican American neighborhoods south of the city. Our analysis suggests that this mapping of language and race ideologies onto particular spaces/places—or what we have termed raciolinguistic landscapes—reflects and reproduces boundaries that uphold institutionalized systems of exclusion. Findings have implications for bilingual teacher education, with regards to ways to help TCs critically engage raciolinguistic landscapes.

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“Y Todavía, We Are Still Being Tested”: Educational Testimonios and Counter-Storytelling of Two Bilingual Pre-Service Teachers in a Multicultural Education Course

Espinoza

2024

Multicultural Perspectives

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Highly Effective Practices of Three Bilingual Teacher Preparation Programs in US Hispanic-Serving Institutions (HSIs)

Cited by 4 publications

References 25 publications

“I did not realize that my teacher had taken away part of my identity”: bilingual preservice teachers’ virtual libraries project

“I did not realize that my teacher had taken away part of my identity”: bilingual preservice teachers’ virtual libraries project

Latina/o bilingual teacher candidates’ meaning-making of space and place: Attending to raciolinguistic landscapes in bilingual teacher education

“Y Todavía, We Are Still Being Tested”: Educational Testimonios and Counter-Storytelling of Two Bilingual Pre-Service Teachers in a Multicultural Education Course

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