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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?
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]
Copyright of Journal of Latinos & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: El (sub)desarrollo del espanol academico entre los maestros bilingues: ¿Una cuestion de poder?
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  Data: <searchLink fieldCode="AR" term="%22Guerrero%2C+MichaelD%2E%22">Guerrero, MichaelD.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> guerreromd@utpa.edu</i><br /><searchLink fieldCode="AR" term="%22Guerrero%2C+MaríaConsuelo%22">Guerrero, MaríaConsuelo</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Latinos+%26+Education%22">Journal of Latinos & Education</searchLink>. 2009, Vol. 8 Issue 1, p55-66. 12p.
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  Data: *<searchLink fieldCode="DE" term="%22Bilingual+education%22">Bilingual education</searchLink><br />*<searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+%26+education%22">Language & education</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+%26+languages%22">Language & languages</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Latinos & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/15348430802466795
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      – Code: eng
        Text: English
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        PageCount: 12
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        Type: general
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        Type: general
      – SubjectFull: Language & education
        Type: general
      – SubjectFull: Second language acquisition
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      – SubjectFull: Language & languages
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      – TitleFull: El (sub)desarrollo del espanol academico entre los maestros bilingues: ¿Una cuestion de poder?
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              Text: 2009
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