The Time Is Now! Preparing Middle and High School Teachers for Dual Immersion Programs (Spanish-English) in California: A Readying Examination of Current Practices, Needs, and Potentialities
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| Title: | The Time Is Now! Preparing Middle and High School Teachers for Dual Immersion Programs (Spanish-English) in California: A Readying Examination of Current Practices, Needs, and Potentialities |
|---|---|
| Language: | English |
| Authors: | Capdevila-Gutiérrez, María (ORCID |
| Source: | International Journal of Bilingual Education and Bilingualism. 2023 26(7):774-785. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Middle School Teachers, High School Teachers, Bilingual Education, Immersion Programs, Spanish, English, Equal Education, Student Attrition, Standardized Tests, Educational Practices, Academic Achievement, Cultural Awareness, Educational Change |
| Geographic Terms: | California |
| DOI: | 10.1080/13670050.2020.1844635 |
| ISSN: | 1367-0050 1747-7522 |
| Abstract: | Teachers working in middle and high school Dual Immersion (DI) programs (Spanish-English) face unique sets of challenges: linguistic equity between the two languages of instruction, attrition due to high linguistic and academic expectations, and preparing DI students for standardized tests in English. In this article, we reflect on our current experiences both from the teacher preparation perspective and from daily teaching and learning in DI classrooms. From the intersection of our positionalities and lived experiences, we conceptualize the next steps in the preparation of future Dual Immersion (Spanish-English) secondary teachers. In doing so, we outline the specific skills middle and high school DI teachers must have in order to build effective practices around three key areas for Dual Immersion instruction: Bilingualism and Biliteracy, Student Achievement, and Socio-Cultural Competence. We argue that in order to guarantee the success and high quality of DI programs in middle and high school, Teacher Preparation Programs and School Districts should work together now developing a comprehensive and intentional preparation and support for middle and high school DI teachers and administrators working in these school sites. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1394960 |
| Database: | ERIC |
| Abstract: | Teachers working in middle and high school Dual Immersion (DI) programs (Spanish-English) face unique sets of challenges: linguistic equity between the two languages of instruction, attrition due to high linguistic and academic expectations, and preparing DI students for standardized tests in English. In this article, we reflect on our current experiences both from the teacher preparation perspective and from daily teaching and learning in DI classrooms. From the intersection of our positionalities and lived experiences, we conceptualize the next steps in the preparation of future Dual Immersion (Spanish-English) secondary teachers. In doing so, we outline the specific skills middle and high school DI teachers must have in order to build effective practices around three key areas for Dual Immersion instruction: Bilingualism and Biliteracy, Student Achievement, and Socio-Cultural Competence. We argue that in order to guarantee the success and high quality of DI programs in middle and high school, Teacher Preparation Programs and School Districts should work together now developing a comprehensive and intentional preparation and support for middle and high school DI teachers and administrators working in these school sites. |
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| ISSN: | 1367-0050 1747-7522 |
| DOI: | 10.1080/13670050.2020.1844635 |
