Training Bilingual Teachers: A Look at the Title Vii Graduate in the Field

Abstract

A follow-up survey of 71 graduates from a Title VH Bilingual Education training project was conducted during the fifth year of operation. Issues addressed by the survey include level of implementation of bilingual methodology, perceived areas of strength and weakness, and attitudes toward bilingual education. Findings generally support the effect of the emphasis placed by the project on extra-curricular training activities, such as participation in field experiences, cultural events, and special sem inars. Perceived areas of weakness included math and science methods. Overall, extrainees maintained strong positive attitudes toward bilingual education despite a certain amount of adversity encountered in the field.

Results of a National Survey of Graduates of Bilingual Education Programs

“…First, they can serve an important normative function by providing national-level data that can serve as a frame of reference for results of similar surveys conducted at regional, state, and local levels. While factors such as general teacher supply and demand, state certification requirements, and other market conditions will affect employment characteristics for BE graduates in different geographical areas, information based on a large, representative sample provides a useful standard of comparison for interpreting the results of other surveys (see, for example, Clark andMilk 1983 andDay 1984).…”

Educators of Asian Bilingual Students: Pedagogical Techniques, Strategies and Challenges

“…Furthermore, although the sample of teachers in our study is bilingual, the amount of time they have been in the United States varies, which may influence their English and native language proficiencies. Since one of the characteristics of a competent bilingual education teacher includes being proficient in English and the native language (Clark & Milk, 1983), one of the pedagogical challenges includes maintaining the ability to communicate effectively and fluently in both English and the native language.…”

“…Effective bilingual teachers have been found to utilise LEP students' native language for a part of the class instruction, to integrate the development of students' Engligh-language abilities with the content of the class, and to use information from LEP students' native culture during instruction (Tikunoff, 1982). Attitudes important in an effective bilingual teacher include positive attitudes towards the students' culture and native language, an expectation that the students have the ability to learn, and positive attitudes regarding the usefulness and importance of bilingual education (Acosta & Blanco, 1978;Clark & Milk, 1983). Case studies and surveys have found that bilingual teachers give themselves emotionally as well as cognitively (Rodriguez, 1994) and that the role of a bilingual teacher often extends beyond that of someone who simply teaches to include playing the role of a surrogate parent (Montero-Sieburth & Perez, 1987) .…”

Language and culture: Critical components of multicultural teacher education

“…Teachers fulfill the role of participant observer in the classroom; therefore, teacher candidates need practice in observation and ethnographic description. Anthropological fieldwork was found by Clark and Milk (1983) to have the greatest impact on teachers' professional development. It particularly reflected positive changes in attitudes toward language and cultural issues.…”