El (sub)desarrollo del espanol academico entre los maestros bilingues: ¿Una cuestion de poder?
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| Title: | El (sub)desarrollo del espanol academico entre los maestros bilingues: ¿Una cuestion de poder? |
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| Authors: | Guerrero, MichaelD.1 (AUTHOR) guerreromd@utpa.edu, Guerrero, MaríaConsuelo2 (AUTHOR) |
| Source: | Journal of Latinos & Education. 2009, Vol. 8 Issue 1, p55-66. 12p. |
| Subject Terms: | *Bilingual education, *Bilingualism, *Language & education, *Second language acquisition, *Language & languages |
| Abstract: | Desde el inicio de la educacion bilingue han existido continuos indicios de que algunos maestros bilingues no cuentan con la habilidad linguistica para impartir el curriculo en espanol academico. Este ensayo deslinda una interpretacion de las causas que subyacen este problema. Argumentamos que la politica y la economia diluyen el aspecto socio-psicologico del espanol academico que se transmite de generacion en generacion a traves de los mismos programas bilingues. Tomamos la posicion de que los profesores que preparan a los maestros bilingues tienen que empezar a producir conocimiento en espanol academico para contrarrestar esta situacion. Since the inception of bilingual education in the United States there have been consistent indicators that some bilingual education teachers fall short in being able to teach across the curriculum in academic Spanish. This essay outlines an interpretation of the causes underlying this. Furthermore, it argues that language policy and the economics of language in the United States dilute the sociopsychological dimension of academic Spanish passed on from generation to generation through the bilingual programs themselves. The authors argue that those professors who prepare bilingual education teachers must begin to produce knowledge in academic Spanish to offset this entrenched condition. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Desde el inicio de la educacion bilingue han existido continuos indicios de que algunos maestros bilingues no cuentan con la habilidad linguistica para impartir el curriculo en espanol academico. Este ensayo deslinda una interpretacion de las causas que subyacen este problema. Argumentamos que la politica y la economia diluyen el aspecto socio-psicologico del espanol academico que se transmite de generacion en generacion a traves de los mismos programas bilingues. Tomamos la posicion de que los profesores que preparan a los maestros bilingues tienen que empezar a producir conocimiento en espanol academico para contrarrestar esta situacion. Since the inception of bilingual education in the United States there have been consistent indicators that some bilingual education teachers fall short in being able to teach across the curriculum in academic Spanish. This essay outlines an interpretation of the causes underlying this. Furthermore, it argues that language policy and the economics of language in the United States dilute the sociopsychological dimension of academic Spanish passed on from generation to generation through the bilingual programs themselves. The authors argue that those professors who prepare bilingual education teachers must begin to produce knowledge in academic Spanish to offset this entrenched condition. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15348431 |
| DOI: | 10.1080/15348430802466795 |
