Testimonios de los Unicornios: Learning from Latina Bilingual Education Teachers Testimonios in an Educator Preparation Program
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| Title: | Testimonios de los Unicornios: Learning from Latina Bilingual Education Teachers Testimonios in an Educator Preparation Program |
|---|---|
| Language: | English |
| Authors: | Denise N. Lara (ORCID |
| Source: | Journal of Latinos and Education. 2025 24(4):999-1010. |
| 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: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Hispanic Americans, Minority Group Teachers, Bilingual Education, Teacher Education Programs, Preservice Teacher Education, Language Proficiency, Readiness, Barriers, Social Support Groups, Teacher Shortage, Minority Group Students, Bilingual Teachers |
| DOI: | 10.1080/15348431.2024.2434546 |
| ISSN: | 1534-8431 1532-771X |
| Abstract: | This study explores the experiences of bilingual education teachers ("los unicornios") while in their educator preparation program (EPP) to gain insight as to how to create more supportive structures and environments for bilingual education pre-service teachers. The themes that emerged from the participants' responses were concerns, types of support, and recommendations for bilingual education EPPs. The main concerns identified by the participants were regarding their English and Spanish language proficiency and their preparedness to meet the academic needs of students. In the face of challenges during their EPP experience, the participants were championed by caring mentor teachers, professors, clinical supervisors, family, and friends. This support was identified as the most impactful element to the bilingual education teachers' success. These champions of bilingual education pre-service teachers were essential in cultivating the systemic support necessary for successful completion of their EPP and teacher certification, and the eventual launching their careers as bilingual education teachers (unicornios). |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1488610 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGLsVGJfpCZI4FsTpvfrC1vAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDPFgTMNiXSY46hJPvwIBEICBm7SyNe-XgPKwxzTfdsQ5yd3Bnc-5-aRjYu-TehSZSB6buSRdFIBSOzqZwskLzvHAzGpfwV5b_cW4ZCd3T1I-NCYtmQeGcyoatBYZELkNlUBsT-4xfISNGNtoD-ira2UI7BeA1VGTgvLhPtMTEZBtWoot_t48P4Qo8-PYE0n9B7kxHOpU4Z9DHqqVDvjrjbEgbpyC_tOYq81ApnjX Text: Availability: 1 Value: <anid>AN0188122572;hd001sep.25;2025Sep24.02:38;v2.2.500</anid> <title id="AN0188122572-1">Testimonios de los unicornios: Learning from Latina Bilingual Education Teachers Testimonios in an Educator Preparation Program </title> <p>This study explores the experiences of bilingual education teachers (los unicornios) while in their educator preparation program (EPP) to gain insight as to how to create more supportive structures and environments for bilingual education pre-service teachers. The themes that emerged from the participants' responses were concerns, types of support, and recommendations for bilingual education EPPs. The main concerns identified by the participants were regarding their English and Spanish language proficiency and their preparedness to meet the academic needs of students. In the face of challenges during their EPP experience, the participants were championed by caring mentor teachers, professors, clinical supervisors, family, and friends. This support was identified as the most impactful element to the bilingual education teachers' success. These champions of bilingual education pre-service teachers were essential in cultivating the systemic support necessary for successful completion of their EPP and teacher certification, and the eventual launching their careers as bilingual education teachers (unicornios).</p> <p>Keywords: Latina bilingual pre-service teachers; educator preparation; testimonios; bilingual faculty; Latino/a/x critical theory</p> <p>There has been a long-standing call to increase the recruitment and retainment of teachers from culturally and linguistically diverse (CLD) backgrounds into the predominantly White teaching profession via educator preparation programs (EPPs). Literature (Hart &amp; Lindsay, [<reflink idref="bib15" id="ref1">15</reflink>]; Liou &amp; Rojas, [<reflink idref="bib24" id="ref2">24</reflink>]; Redding, [<reflink idref="bib28" id="ref3">28</reflink>]) has documented the benefits of a diversified teaching population (culturally responsive classroom management, increased referral to advanced/gifted and talented programs, etc.) and thus teachers from CLD backgrounds have the ability to operate as a lifeline for the diverse population of students that fill today's K–12 classrooms. Ladson-Billings ([<reflink idref="bib20" id="ref4">20</reflink>]) highlighted the barriers that currently exist when attempting to recruit CLD populations into educator preparation: "Students of color are systematically denied the educational opportunities that would lead to college and university admission, and without admission to postsecondary education, there is no possibility of entering the teaching profession" (p. 122). Prospective teachers who are biliterate, and have the potential to be bilingual education teachers, can meet two hemorrhaging needs in education: the ability to support the academic achievements of both culturally diverse students and emergent bilingual students. Thus, Latina bilingual education teachers could be considered a double minority, a rarity in the overwhelmingly White/monolingual female teaching profession: <emph>unicornios</emph> (Spanish for "unicorns"). However, the question remains, what are we recruiting them into? Is it ethical to recruit these highly sought-after candidates into EPPs that are built on white supremacy? To further understand these exceptional prospective educators, this study was designed to learn about the undergraduate EPP experiences of bilingual in-service teachers, to gain recommendations for systemic change and transformation of EPPs. Using Critical Race Theory and Latina/o/x critical race theory (LatCrit) as analytical tools, we employed <emph>testimonios</emph> to explore the pre-service teacher program experiences of bilingual in-service teachers. Ruha Benjamin ([<reflink idref="bib3" id="ref5">3</reflink>]) stated that, "for those who want to construct a different social reality that is grounded in social justice and joy, we can't only critique the world as it is. We have to build the world as it should be to make justice irresistible" (p. 11). Teacher educators must work to reconstruct places and spaces that are safe and empowering for CLD pre-service teachers, but to do this, we must first understand the students we are building for.</p> <hd id="AN0188122572-2">Literature review</hd> <p></p> <hd id="AN0188122572-3">The whiteness of educator preparation</hd> <p>Historically, EPPs have been built by White, middle-class educational researchers (who make up the majority of education faculty), for White, middle-class students, who are the majority student population of EPPs, and subsequently go on to make up much of the teaching field (Guerrero, [<reflink idref="bib13" id="ref6">13</reflink>]; Kohli, [<reflink idref="bib19" id="ref7">19</reflink>]). The culture and ideology of Whiteness has a stranglehold on teacher education that often results in people of color being silenced (Delpit, [<reflink idref="bib8" id="ref8">8</reflink>]; Haddix, [<reflink idref="bib14" id="ref9">14</reflink>]; McMillon &amp; Rogers, [<reflink idref="bib25" id="ref10">25</reflink>]). Recommendations for diversifying often involve the addition of multicultural education content and pedagogy, which are substantial recommendations. However, as critical as content may be, it would still be delivered through a system that centers around Whiteness. Ladson-Billings ([<reflink idref="bib20" id="ref11">20</reflink>]) reminded us that "teacher educators are overwhelmingly White (Grant &amp; Gillette, [<reflink idref="bib12" id="ref12">12</reflink>]) and their positions as college- and university-level faculty place them much further away from the realities of urban classrooms and communities serving students and families of color" (p. 230).</p> <hd id="AN0188122572-4">The shortage of qualified bilingual education teachers</hd> <p>A qualified bilingual teacher must be fully biliterate in English and the heritage language of the program in order to have the ability to support students as they become biliterate and bicultural (Guerrero, [<reflink idref="bib13" id="ref13">13</reflink>]). Generations of assimilationist U.S. policy and subtractive linguistic schooling that focus on English acquisition only have shamefully diminished the number of biliterate citizens and subsequently possible bilingual education teachers. The pipeline has been destroyed – by design. Arellano et al. ([<reflink idref="bib2" id="ref14">2</reflink>]) highlighted that "politicizing education hurts students and while linguistically intolerant policies were overturned in the late 1960s in Texas, other state mandates continue to negatively impact emergent bilingual students. For example, funding per emergent bilingual student in Texas has not changed since 1984 (Skies &amp; Villanueva, [<reflink idref="bib31" id="ref15">31</reflink>])" (p. 32). There are currently 5.1 million emergent bilingual students in the United States, of whom approximately 3.8 million speak Spanish as a first language (National Center for Education Statistics, [<reflink idref="bib27" id="ref16">27</reflink>]). Additive bilingual education programs that facilitate the continued development of a student's first language while introducing a second have proven to be the most effective programs for emergent bilingual students, with higher rates of academic achievement and linguistic development (Wright, [<reflink idref="bib34" id="ref17">34</reflink>]).</p> <hd id="AN0188122572-5">The call to recruit and retain bilingual education teachers</hd> <p>Given the demand for bilingual education teachers, the need to address the shortage of bilingual education teachers remains a top priority for EPPs, and funding outlets that support them, across the nation. Through concentrated recruitment and retention efforts, EPPs are trying to do their best to target the small population of K–12 graduates who have managed to keep their heritage language and develop it to the level required for a bilingual teacher. Although many EPPs have a heavy focus on enrolling and producing bilingual pre-service teachers, fewer are focused on serving them and truly enhancing their lives (Garcia, [<reflink idref="bib10" id="ref18">10</reflink>]). Recruiting and certifying bilingual education teachers greatly benefits institutions of higher education in that it meets the needs of district K–12 partners and builds potential for external funding. However, what fails to be seen is whether or not this is just as beneficial for the bilingual pre-service teachers, or are they merely being exploited?</p> <p>What many program faculty fail to recognize is the unique set of circumstances that bilingual pre-service teachers have had to overcome: how they have defied the odds and managed to develop their heritage language in an educational system that was built to strip it away (Menken &amp; Kleyn, [<reflink idref="bib26" id="ref19">26</reflink>]). Arellano et al. ([<reflink idref="bib2" id="ref20">2</reflink>]) stated that "throughout their childhood, many emergent bilingual students are told to focus on learning English, yet for those who want to become Spanish bilingual education teachers the expectation is to have an advanced level of fluency in reading, writing, listening, and speaking in Spanish ... as certification exams focus on standard language ideologies (Briceño et al., [<reflink idref="bib4" id="ref21">4</reflink>]; Ciriza, [<reflink idref="bib5" id="ref22">5</reflink>])" (p. 33). Despite being able to achieve this nearly impossible task, they are then recruited into EPPs that uphold tenets of White supremacy that disvalue their heritage language, culture, and experiences. Arellano et al. ([<reflink idref="bib2" id="ref23">2</reflink>]) reminded us that "one of the systems that has the power to educate and dispel stereotypes [and trauma] is the one that is perpetuating them" (p. 46). Thus, careful consideration must be given to developing systems that not only capitalize on the magic that is a bilingual teacher, but also protect and nurture it for the asset that it is.</p> <hd id="AN0188122572-6">Theoretical framework</hd> <p>To fully understand the experiences of Latina in-service teachers during their time in their EPPs, our research is grounded in LatCrit, a framework derived from Critical Race Theory that focuses on the nuanced experiences of the Latino/a/x community within structures built on and maintained through white supremacy (Delgado Bernal, [<reflink idref="bib6" id="ref24">6</reflink>]; D. Solórzano &amp; Delgado Bernal, [<reflink idref="bib32" id="ref25">32</reflink>]). Counter to deficit ideologies, LatCrit centers the voices of Latino/a/x populations and positions them as knowledgeable parties and through counter-storytelling and <emph>testimonio</emph> methodologies creates an avenue for them to share this knowledge in their own words and free of misrepresentation (Delgado Bernal, [<reflink idref="bib6" id="ref26">6</reflink>]). "Lat-Crit theory in education is conceived as a social justice project that attempts to link theory with practice, scholarship with teaching and the academy with the community" (D. G. Solórzano &amp; Yosso, [<reflink idref="bib33" id="ref27">33</reflink>], p. 479). Thus, in utilizing LatCrit we are able to gather the counter-stories of these Latina educators to counter the dominant narrative that EPPs, like the K–12 system of U.S. education, are a one-size-fits-all model. We utilize Hernandez-Truyol et al.'s ([<reflink idref="bib16" id="ref28">16</reflink>]) four functions of LatCrit (production of knowledge, advancement of social transformation, expansion and connection of anti-subordination struggles, cultivation of community and coalition) as a lens for our research study, with particular focus on the production of knowledge and advancement of social transformation, as we aim to construct suggestions for transformation in EPPs.</p> <hd id="AN0188122572-7">Experiences of undergraduate students of color</hd> <p>D. G. Solórzano and Yosso ([<reflink idref="bib33" id="ref29">33</reflink>]) stated that "schools operate in contradictory ways with their potential to oppress and marginalize co-existing with their potential to emancipate and empower" (p. 3). Similar to their K–12 education, undergraduate students of color rarely see themselves reflected in the faculty or culture of higher education. The experiences of pre-service teachers of color are less documented in the literature, suggesting that they are studied less frequently (Anderson &amp; Aronson, [<reflink idref="bib1" id="ref30">1</reflink>]). Preservice teachers of color have lived experiences, funds of knowledge, skills, and strengths that must be recognized (Kohli, [<reflink idref="bib19" id="ref31">19</reflink>]). The vigor with which CLD pre-service teachers are recruited into EPPs must also be accompanied with equal excitement to learn about their unique needs. Kohli ([<reflink idref="bib19" id="ref32">19</reflink>]) stated that "[i]f we plan on recruiting, retaining and training a diverse teaching force, we must also create programs that respect and value the experiences of Teachers of Color. Unfortunately, many programs do not accomplish this task" (p. 248).</p> <hd id="AN0188122572-8">Rebuilding teacher preparation with bilingual pre-service teachers in mind</hd> <p>EPPs undervalue experiential knowledge from pre-service teachers of color and thus to truly transform this oppressive space, we need to learn from their experiences and co-construct knowledge (Anderson &amp; Aronson, [<reflink idref="bib1" id="ref33">1</reflink>]). We must stop exploiting the linguistic talents of students by solely focusing on how they can contribute to the good of the university (external funding) or meet the needs of K–12 public education partners; we also must make it apparent that we see and value them as a whole person and thus meet, support, and advocate for their unique needs and ultimate success. Counter-narratives from students of color must be centered and guide the needed systemic change in EPPs (Irizarry &amp; Donaldson, [<reflink idref="bib17" id="ref34">17</reflink>]). D. G. Solórzano and Yosso ([<reflink idref="bib33" id="ref35">33</reflink>]) asserted that it is incumbent upon educators to invest in the process of understanding the experiential knowledge and strengths of minoritized student populations and center them not only in what we study but also in what and how we teach. The study utilizes this framework that explicitly centers and highlights the lived experiences of Latina bilingual education teachers, and puts these experiences to service in making transformative change.</p> <hd id="AN0188122572-9">Methods</hd> <p>In this qualitative article, LatCrit and <emph>testimonio</emph> are used as tools to help understand and document the experiences of Latina bilingual in-service teachers in an EPP. <emph>Testimonio</emph> methodology has been used to tell the stories of historically marginalized and ignored communities (Delgado Bernal et al., [<reflink idref="bib7" id="ref36">7</reflink>]). <emph>Testimonio</emph> methodology entails intentionality, it is political, and it is a first-person account of lived experiences (Reyes &amp; Curry Rodriguez, [<reflink idref="bib29" id="ref37">29</reflink>]). It is vastly different from other forms of qualitative research such as oral history or interviews because <emph>testimonio</emph> methodology "involves the participant in a critical reflection of their personal experience within particular sociopolitical realities" (Delgado Bernal et al., [<reflink idref="bib7" id="ref38">7</reflink>], p. 364). Furthermore, "<emph>testimonio</emph> as a methodology provides modes of analysis that are collaborative and attentive to myriad ways of knowing and learning in our communities" (Delgado Bernal et al., [<reflink idref="bib7" id="ref39">7</reflink>], p. 364). Hence, <emph>testimonio</emph> methodology was chosen for this study to introduce the voices and provide rich details of bilingual in-service teachers' journeys.</p> <hd id="AN0188122572-10">Research questions</hd> <p>The research questions framing this study are</p> <p></p> <ulist> <item> What were the major concerns of in-service teachers while in their educator preparation program?</item> <p></p> <item> What support did bilingual in-service teachers have while in their educator preparation program?</item> <p></p> <item> How can higher education use student experiences to create more supportive structures and environments for bilingual pre-service teachers?</item> </ulist> <hd id="AN0188122572-11">Data collection and sources</hd> <p>This study took place in a university located in the southwestern part of the United States. Author 2 recruited bilingual in-service teachers via an e-mail detailing the study's objectives. For this study, seven bilingual in-service teachers were individually interviewed by Author 2. Interviews were semi-structured, conducted via Zoom, recorded, and later transcribed. Most interviews lasted 30–45 minutes. The researchers in this study used criterion sampling to select the participants. The criteria were as follows: bilingual in-service teacher, more than 1 year teaching experience, graduated from the same undergraduate EPP within the last 8 years. At the time of the study, the participants' teaching experience ranged from 2 to 7 years. The names of the participants in this study are pseudonyms. The majority of the participants chose pseudonyms based on important female role models in their lives, such as their mothers. In the next phase of this research, the researchers plan to provide consent forms where participants can agree to have their real names used, should they choose to do so. See Table 1.</p> <p>Table 1. Bilingual in-service teachers.</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;td&gt;Participant&lt;/td&gt;&lt;td&gt;Age&lt;/td&gt;&lt;td&gt;Years Teaching Experience&lt;/td&gt;&lt;td&gt;Country of Birth&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;Sayra&lt;/td&gt;&lt;td&gt;29&lt;/td&gt;&lt;td&gt;5&lt;/td&gt;&lt;td&gt;United States&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Mariana&lt;/td&gt;&lt;td&gt;31&lt;/td&gt;&lt;td&gt;7&lt;/td&gt;&lt;td&gt;United States&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Francisca&lt;/td&gt;&lt;td&gt;25&lt;/td&gt;&lt;td&gt;3&lt;/td&gt;&lt;td&gt;United States&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Alicia&lt;/td&gt;&lt;td&gt;26&lt;/td&gt;&lt;td&gt;3&lt;/td&gt;&lt;td&gt;United States&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Sasha&lt;/td&gt;&lt;td&gt;27&lt;/td&gt;&lt;td&gt;5&lt;/td&gt;&lt;td&gt;United States&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Alma&lt;/td&gt;&lt;td&gt;27&lt;/td&gt;&lt;td&gt;3&lt;/td&gt;&lt;td&gt;Mexico&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Erika&lt;/td&gt;&lt;td&gt;45&lt;/td&gt;&lt;td&gt;2&lt;/td&gt;&lt;td&gt;Peru&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <hd id="AN0188122572-12">Data analysis</hd> <p>Data analysis involved a multiple step process completed through a LatCrit lens. First, after transcriptions were completed Authors 1 and 2 reviewed and listened to the interview audio recordings for accuracy. Through reflection and repeated readings of the transcripts the researchers developed narrative codes. Saldaña ([<reflink idref="bib30" id="ref40">30</reflink>]) stated narrative codes are appropriate for "inquiries as identify development, critical/feminist studies, documentation of the life course and narrative inquiry" (p. 296). After collectively developing a list of narrative codes, the researchers individually read and examined the transcriptions multiple times. Finally, over several meetings and agreement on the narrative codes, they created themes. Themes "are an abstract entity that captures and unifies the nature or basis of the experience into a meaningful whole" (DeSantis &amp; Ugarriza, [<reflink idref="bib9" id="ref41">9</reflink>], p. 362).</p> <hd id="AN0188122572-13">Positionality statement</hd> <p>We offer a positionality statement to provide insight into the relationship between the researchers and participants and, subsequently, the data collected. The researchers hold the ranks of assistant professors and lecturer, respectively, in the academic disciplines of bilingual teacher preparation education, and educational leadership. Authors 2 and 3 work at the institution of higher education that the participants graduated from, fulfilling multiple roles within the EPP. Collectively, the researchers recruited the students from community colleges, academically advised the students, developed the Spanish-bilingual course curriculum in the EPP, taught some of their courses, and supervised the participants during their year-long clinical teaching experience. The researchers identify as Latina and multicultural scholars and educators who are fluent and proficient in English and Spanish and, in the case of Author 3, also in Arabic. The researchers have all served as K–12 bilingual education teachers in Spanish, understanding first-hand the classroom experiences and challenges described by the participants in the study. They each have experienced relationships with educational institutions that are rooted in hypocrisy; while the institutions sought to capitalize on the researchers' unique biliterate linguistic ability, they simultaneously maintained assimilative systems and foundational norms that sought to destroy it and them. The researchers' field experience and professional roles facilitated the implementation of the study and allowed for a deeper understanding of the participants and their testimonios.</p> <hd id="AN0188122572-14">Results</hd> <p>The bilingual in-service teachers shared their experiences in an EPP through <emph>testimonios</emph>. The findings of this study are organized into three themes that emerged from the <emph>testimonios</emph>. First, we provide bilingual in-service teachers' concerns while they were enrolled in their EPP. Then we outline the types of support bilingual in-service teachers identified as beneficial during their time in the EPP. Finally, we present the recommendations provided by bilingual in-service teachers for EPPs.</p> <hd id="AN0188122572-15">Testimonalistas concerns</hd> <p>The participants of the study were bilingual in-service teachers who spoke Spanish as their first language, and the majority had completed their K–12 schooling in the United States. However, despite growing up with exposure to both languages, a common concern among the participants was insecurity with both their English and Spanish proficiency. This theme focused specifically on their concerns regarding language proficiency. For instance, Syara expressed a lack of confidence in her Spanish proficiency and discussed how she has relearnt vocabulary words:</p> <p>I think the concerns I had was a lack of confidence about not knowing the perfect Spanish. I still to this day learn and have to relearn words in my first language because the home talk has been engraved in my brain for years and I come to find out that I've been saying certain words wrong. And I mean just the other, maybe like a few months ago I learned, you know, I come from <emph>un rancho de México y pues mis papás también y usan unas palabras que yo pensé que estaban correctas. Como por ejemplo, traía, yo decía traiba y hasta hace unos pocos meses fue cuando me cayó el veinte de que, oye así no se dice</emph>. [from a ranch in Mexico and well, my parents too and they use some words that I thought were correct. For example, traía, I used to say traiba and it wasn't until a few months ago that it dawned on me that, hey, that's not how it is]</p> <p>Francisca felt that perhaps she would not be qualified as a bilingual teacher because she had not been exposed to academic Spanish:</p> <p>I wasn't going to be as qualified. Maybe, since it had been a while since I had been exposed to academic Spanish, that was the fear. That maybe I am not going to be as knowledgeable in the academic Spanish to be that figure for my students.</p> <p>Sasha also stated having feelings of insecurity and lack of confidence in her ability to speak Spanish:</p> <p>Like my reading skills, like it's embarrassing but I was 20 years old in this program. And my reading level first graders, because that was one of my site campus where I was at, and these first graders were reading better than I did and they knew the <emph>acentos</emph> [accents] and the <emph>sílaba tónic</emph> [stressed syllable]. And one of my biggest fears is that I'm going to teach these kids, but they know more than me.</p> <p>Erika was one of the few bilingual in-service teachers who had completed her K–12 schooling outside of the United States. In Erika's case, her concern was focused on language proficiency in English and the challenges she overcame to maintain a scholarship.</p> <p>I have to study like 5 or 6 hours to be good. I get my scholarship from the EPP, and I didn't want to lose it. So that is the reason why I worked very hard. It was hard in English because university is a different level than college are different. So I had to write a lot of essay, a lot of information in English. And it was very hard.</p> <p>Aligned with one of the LatCrit tenets, the bilingual pre-service teachers demonstrated resistance and agency. For instance, despite feeling like they did not have a place or priority in the EPP, they continued to persevere, out of an overwhelming desire to advocate for students like themselves. Alma shared, "It only seems right that I get to encourage people like me that come from my roots ... they can grow, and they can shine and, and they really feel like they can really reach their dreams."</p> <hd id="AN0188122572-16">Testimonalistas supports</hd> <p>The bilingual in-service teachers reflected on the support they received from various individuals while enrolled in their EPP. The support came from advisors, mentor teachers, professors, and classmates. For instance, Sayra, Francisca, and Sasha discussed the support they received from their mentor teachers while completing their student teaching, and the pivotal role mentor teachers play in preparing bilingual in-service teachers. For example Francisca's, mentor teacher would guide her through lesson planning and her thinking when designing the lesson plan.</p> <p>Really my mentor teacher. It [sic] was amazing, I think that the program did a great job of finding teachers who are well qualified to essentially train a potential teacher. That's just being uhm, in and engaged and participate 100% with the schools and the, and the kids is what really helps a student teacher prepare. –Sayra</p> <p>The person who had the most impact, was when I was doing the student teaching, was the teacher who I was doing the student teaching with, the mentor teacher. She had the most impact with me just because she really took the time to walk me through everything. I remember that she would sit and say, "This is how I lesson plan. This is how I'm thinking when I'm doing this." –Francisca</p> <p>It was definitely tough at some times, but honestly just the support from my mentor teachers. You know I saw the need that was there, I remembered seeing myself and seeing myself reflected in, when I did my student teaching, and I was on campus and working with these kids and their families. –Sasha</p> <p>Participants discussed how they felt supported by faculty in their EPP, and the important role the faculty play in preparing bilingual in-service teachers.</p> <p>My year was when they emailed us and they told us that they were not proceeding with the bilingual certification, so we reached out to [bilingual education professors and they] were the ones who came in like knights in shining armor. – Sasha</p> <p>My site coordinator [clinical teaching supervising faculty]. She really helped me in the components for the teaching and the, and the test that I had to take. In my, for, for the certifications for bilingual, my professor Delia Carrizales. She was amazing because I feel like that was great preparation I had, absolutely no problem with the test, when I was taking the proficiency test, everything was very, umm, very exact, so I, I was prepared. I feel like that was the test that I was most prepared for than the other ones. –Alma</p> <p>Erika and Alicia discussed another vital support system while they were completing their EPP; family and friends play an important role in supporting bilingual in-service teachers. Erika said,</p> <p>I have a good friend in the program to help me. I have had to, because being the only speaking English person doesn't mean you are not smart, right? I think I am very analytic person, I can understand everything, so I help her with my knowledge and she helped me with English. So we make a good team together, we work very hard and she helped me a lot. And also like my husband. My husband give me all the time to do that, he was like the, he handled everything at home during the program so that I can be focused only on the program. That is it. So that help me a lot.</p> <p>Alicia stated, "You know, educators within EPP, friends, and family as well, so all of it kind of meshed together, was able to get me through the EPP." Alicia also explained the critical role mentor teachers play and their potential to negatively impact some pre-service teacher's EPP completion:</p> <p>I knew a lot of people in my cohort that were, that they either dropped out of the thing because they didn't like their mentor teacher, or they didn't really work well. So, I think maybe just having like a preview of mentors with mentees would go a long way.</p> <p>Similar to Alicia, Mariana discussed how a support system helped her while she was completing her EPP:</p> <p>So y'all help me navigate through and knowing what to do and even beyond the classes in courses I was taking like working with you guys taught me a lot [referring to Authors 1 and 2]. Just like listening to the teachers, their experiences and stuff, I learned a lot to them as well. And then of course my classmates, we would always work together and get things figured out.</p> <p>Relationships with mentor teachers, faculty members, family and friends who not only saw students for who they were, but were also invested in their success, were a crucial support for bilingual education teachers. The multilayered support provided to bilingual in-service teachers during their EPP was pivotal in their teacher education journey. Consistent with LatCrit principles, many mentors and faculty members played crucial roles in offering the support, resistance, and empowerment necessary for bilingual education teachers to succeed.</p> <hd id="AN0188122572-17">Testimonalistas recommendations</hd> <p>While all the participants indicated they had a positive experience in their EPP, they provided several recommendations to improve bilingual EPPs. Their recommendations focused on promoting marketing and advertising for bilingual EPPs and course design in bilingual EPPs. For example, there is a lack of awareness and advertisement regarding the existence and importance of bilingual education majors and certification programs in K–12.</p> <p>Alicia shared she was unaware a bilingual teacher preparation program existed:</p> <p>I truthfully did not know that the university even had one. I remember finishing like the pre-service classes and being sitting with my advisor and then I asked her, "Hey, do they have a bilingual?" and then she said, "Yes they do, you didn't know that?"</p> <p>Similarly, Mariana indicated that perhaps more advertising is needed to promote bilingual EPPs:</p> <p>I don't want to say advertise but you know it's not out there like how you become a teacher, like all these English commercials that we see. There are not many of these for bilingual educators.</p> <p>Sasha's recommendation was similar to Mariana's, in that both advocated for promoting bilingual EPPs. Sasha stated, "I feel like there needs to be more promotion, there need to be more programs." Later Sasha shared, "I mean I was not aware of what bilingual programs were until I was at the university already."</p> <p>Francisca, a bilingual in-service teacher who was enrolled in a bilingual program as a child, was unaware about the injustices emergent bilingual students have faced in the United States. Her experience in the following quote speaks to the importance of advertising bilingual EPPs.</p> <p>I had never really considered becoming a teacher until I was informed of you know the history of students in bilingual education. At the time it was shocking that it's a long history, and there was a lot of discrimination. People have fought very hard to keep bilingual education and to have what we have now. There is always room for improvement with what I'm seeing, when I was growing up until now. I think knowing the history where we come from and where everything is coming from, hopefully that can inspire people like it inspired me to want to become a bilingual teacher.</p> <p>Francisa pursued and obtained her bilingual teacher certification. However, her trajectory may have been different had she not taken a course in college that educated her about the discrimination emergent bilingual students have endured.</p> <p>As previously identified in the themes that emerged from the study, the majority of the participants indicated feeling insecure about their Spanish proficiency. Consequently, the participants provided recommendations for bilingual EPPs to focus on providing more course work and content in Spanish. Sayra, stated she wished that her bilingual EPP offered more grammar instruction to better prepare her to teach in the classroom:</p> <p>I wish my teacher preparation program would have language content courses to better prepare teachers in the classroom. And I say that for, for us that are in the classroom already too. Because we come, we come across, you know grammar or certain things that we have to teach in reading, and it's like OK, I really have to sit down and study this.</p> <p>Alma explained that she felt the reading portion of the bilingual Spanish certification proficiency exam was difficult.</p> <p>I think that, the only, the only part that I had the most problem with was the reading portion and the test. It was very, very, very, very advanced and I thought that I was pretty proficient and everything, but having it be so fast and so advanced at the same time. It was very difficult because they only gave us the 48 minutes for the 48 questions. So 1 minute per question did not give me enough time to read the whole thing.</p> <p>Giving voice to bilingual in-service teachers' unique experiences through testimonios is reflective of the LatCrit lens utilized throughout this study. While the EPP cannot change the certification exam requirements, more can be done in coursework to prepare bilingual teacher candidates for the exam.</p> <hd id="AN0188122572-18">Discussion</hd> <p>All themes support the advancement of the field of bilingual education, which again speaks to the desire that participants shared to "help kids, and pre-service teachers, like themselves." During a time when many are devaluing the teaching profession, these participants are approaching their careers as bilingual educators with a servant-leader mentality, and it is apparent that they see how truly life-changing an effective teacher can be. Thus, as we think about how best to transform EPPs we must focus on understanding the students we are serving, fully and authentically. Participants discussed the significant impact the few bilingual faculty had in supporting not only them, but their bilingual program when it was at risk of being canceled; it is worth noting that they did not state that all faculty were fighting to protect their program, just these select few. Additionally, participants attributed their insecurity around their Spanish academic proficiency to what they felt was limited focus on the development of the Spanish required to teach in true bilingual settings. The question remains: What do we do now? How do we take these lived experiences and use them as a pivotal transformation point for EPPs?</p> <p>As EPPs are constructed on White Eurocentric norms, by White faculty, for White middle-class students, it is merely cause and effect that the participants did not see themselves reflected in the curriculum or faculty and that their needs as developing bilingual education teachers were not fully met. The bilingual teacher shortage is exponentially worse when considering bilingual teacher educators in higher education. It is important to understand that it is more than representation in the work that they do and the people who are teaching them; when Latina pre-service teachers see their lives reflected and needs met across the EPP course of study, it is a very clear message to them that their experiences are valuable and that they belong in these spaces. As Kohli ([<reflink idref="bib19" id="ref42">19</reflink>]) suggested, if we strive to recruit and retain teachers of color, we must create programs that respect and value them.</p> <p>It was surprising to the researchers to see that the participants stated that they felt as though they lacked preparation for teaching in Spanish, as the researchers developed the Spanish-bilingual course curriculum and supervised the participants as pre-service teachers in classrooms that were implementing additive bilingual education models during a year-long clinical teaching experience. However, considering that the bilingual course and the placement in a bilingual classroom occurred in the participants' final year, this serves as a reminder that although a bilingual teacher certification may be considered supplementary (it must be paired with a content area or generalist teaching certification) it should really be the focus of a bilingual EPP program. Bilingual EPPs must be reimagined in a manner that centers the academic and social-emotional needs of bilingual pre-service teachers throughout the program of study.</p> <p>As Anderson and Aronson ([<reflink idref="bib1" id="ref43">1</reflink>]) reminded us, the literature on the experiences of pre-service teachers of color is scarce and thus it is imperative that this and studies like this not try to create a monolith out of bilingual pre-service teachers. Given that the Every Student Succeeds Act (2016) authorizes each state to implement its own chosen policies and programs for emergent bilingual students in K–12 education, the experiences of pre-service teachers across states will differ. Additionally, it is important to consider how these experiences will differ when considering male Latino bilingual pre-service teachers. Currently, there are only four other studies that focus on the lived experiences of this triple minority of the teaching profession (male/Latino/a/x, bilingual) (Gomez et al., [<reflink idref="bib11" id="ref44">11</reflink>]; G. Lara, [<reflink idref="bib21" id="ref45">21</reflink>]; G. P. Lara &amp; Fránquiz, [<reflink idref="bib22" id="ref46">22</reflink>]; G. P. Lara &amp; Leija, [<reflink idref="bib23" id="ref47">23</reflink>]).;</p> <p>Kennedy ([<reflink idref="bib18" id="ref48">18</reflink>]) highlighted that the research done across the past 15 years on solutions for the bilingual teacher shortage has tended to focus solely on "removing barriers to entry into the teaching profession ... [through] recruiting incentives, international recruiting efforts, grow-your-own programs and alternative routes to teacher certification" (p. 340). However, as important as it is to understand how to get students through the door, we must also understand how to get them across the stage. The importance of a knowledgeable and supportive faculty member is woven throughout the three emerging themes. A bilingual education teacher educator has the ability to address concerns of a pre-service teacher and their perceived linguistic proficiency, something a monolingual faculty member is not able to do (Guerrero, [<reflink idref="bib13" id="ref49">13</reflink>]). Additionally, these faculty members can possess the experiential knowledge that can provide insight into how to support this underrepresented student population, enacting what G. Lara ([<reflink idref="bib21" id="ref50">21</reflink>]) referred to as "ethnic care." Lastly, they have a unique insight as to how to promote bilingual education programs because they are bilingual educators, and their presence serves as testimony of what is possible for bilingual pre-service teachers. You cannot build what you do not know, hence transformative efforts in educator preparation must be driven by those with the experiential knowledge and cultural insight to build a program around student needs: for bilingual education teachers, by bilingual education teachers. Sasha referred to two faculty members as "knights in shining armor" as they supported and assisted her in a crucial moment during her EPP experience. Thus, one must consider that perhaps the key to supporting <emph>los unicornios</emph> is in fact a knight in shining armor, a bilingual teacher educator; a character just as mythical and rare. In understanding the value of these two experts, the bilingual pre-service teacher and the teacher educator, spaces for students to learn from them must be cultivated. Transformative efforts become cross-sectional when the voices and lived experiences of students and faculty of color are centered.</p> <hd id="AN0188122572-19">Conclusion</hd> <p>It was made evident that the experiences and needs of the participants were not centered at any time in their educational experiences. From K–12 through higher education they fought to navigate their way through a system that did not represent them or fully understand how to support them. The continued study of the needs and experiences of bilingual pre-service education teachers using methodologies like <emph>testimonios</emph> is vital. It is an anomaly that this population, some of whom were emergent bilingual students themselves, have such an unwavering commitment to serving in a system they know for a fact is broken. Currently there are only two other scholarly articles that utilize <emph>testimonios</emph> to explore the experiences of bilingual pre-service teachers. The redesign of EPP content and curricula to focus on this highly specialized field will produce teachers, and eventually educational leaders, who have the capacity and knowledge to build strong bilingual education programs. Given the popularity of subtractive language programs in the United States, the preparation of bilingual pre-service education teachers is tasked with intervening in some of the language loss, as well as emotional trauma, experienced in K–12.</p> <p>The call to diversify the teaching force and intentionally recruit and retain culturally and linguistically diverse pre-service teachers is constant. However, is it ethical to do so when we are ushering them into yet another space that was not built to support them? Until we consider the biased foundation of educator preparation, racism and inequity will continue to permeate every facet of any preparation program. Systemic change cannot be achieved with supplementary or perfunctory solutions. Bilingual teacher educators who are rare, like <emph>los unicornios</emph>, have the potential to facilitate the growth and transformation of bilingual pre-service teachers, helping develop their insecurities into strengths. Their knowledge of language acquisition and own bilingualism equips them to support bilingual pre-service teachers' academic development in their native and second languages. Bilingual teacher educators have endured their own rite of passage through a system that was not designed to support them. Through their experiences, they have developed a personal understanding of the trials and tribulations of the bilingual pre-service teacher's journey, and the types of support necessary to rise above them. Above all, they possess the empathy and humanity required to understand both the socioemotional challenges facing <emph>los unicornios</emph> and how to uplift them to reach their fullest potential. However, until certification policy and accreditation move beyond a compliance model and imagine more than a one-size-produces-all system, these highly specialized educators will be forced to operate in oppressive circumstances. Bilingual teacher educators have the potential to fulfill a role that the educational system currently does not: validating the unique experiences and needs of bilingual pre-service teachers.</p> <p>Until EPPs are transformed to meet the needs of bilingual pre-service teachers, they will continue to operate as color-blind and culture-blind spaces that oppress educational opportunities and access for students of color. Ladson-Billings ([<reflink idref="bib20" id="ref51">20</reflink>]) stated, "despite verbal pronouncements about commitments to equity and diversity, many teacher educators never have to seriously act on these commitments because they are rarely in situations that make such a demand on them" (p. 122). However, when an overwhelming demand in the K–12 field is so loud it can no longer be ignored, EPPs must act. Education in the United States was designed to serve only a select population of people, which is further illustrated by the times when it was illegal to educate African Americans or teach in a language other than English. Thus, to truly reimagine an educational system free of injustice we must first have a full understanding of the flawed design of the past and understand why it does not serve the students of the future.</p> <hd id="AN0188122572-20">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0188122572-21"> <title> References </title> <blist> <bibl id="bib1" idref="ref30" type="bt">1</bibl> <bibtext> Anderson, A., &amp; Aronson, B. (2019). Teacher education, diversity, and the interest convergence conundrum. How the demographic divide shapes teacher education. In K. T. Han &amp; J. 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| Items | – Name: Title Label: Title Group: Ti Data: Testimonios de los Unicornios: Learning from Latina Bilingual Education Teachers Testimonios in an Educator Preparation Program – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Denise+N%2E+Lara%22">Denise N. Lara</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9042-4610">0000-0002-9042-4610</externalLink>)<br /><searchLink fieldCode="AR" term="%22Delia+Carrizales%22">Delia Carrizales</searchLink><br /><searchLink fieldCode="AR" term="%22Zinab+Muñoz%22">Zinab Muñoz</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Latinos+and+Education%22"><i>Journal of Latinos and Education</i></searchLink>. 2025 24(4):999-1010. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 12 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Hispanic+Americans%22">Hispanic Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Teachers%22">Minority Group Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Readiness%22">Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Shortage%22">Teacher Shortage</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Teachers%22">Bilingual Teachers</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/15348431.2024.2434546 – Name: ISSN Label: ISSN Group: ISSN Data: 1534-8431<br />1532-771X – Name: Abstract Label: Abstract Group: Ab Data: This study explores the experiences of bilingual education teachers ("los unicornios") while in their educator preparation program (EPP) to gain insight as to how to create more supportive structures and environments for bilingual education pre-service teachers. The themes that emerged from the participants' responses were concerns, types of support, and recommendations for bilingual education EPPs. The main concerns identified by the participants were regarding their English and Spanish language proficiency and their preparedness to meet the academic needs of students. In the face of challenges during their EPP experience, the participants were championed by caring mentor teachers, professors, clinical supervisors, family, and friends. This support was identified as the most impactful element to the bilingual education teachers' success. These champions of bilingual education pre-service teachers were essential in cultivating the systemic support necessary for successful completion of their EPP and teacher certification, and the eventual launching their careers as bilingual education teachers (unicornios). – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1488610 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/15348431.2024.2434546 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 999 Subjects: – SubjectFull: Hispanic Americans Type: general – SubjectFull: Minority Group Teachers Type: general – SubjectFull: Bilingual Education Type: general – SubjectFull: Teacher Education Programs Type: general – SubjectFull: Preservice Teacher Education Type: general – SubjectFull: Language Proficiency Type: general – SubjectFull: Readiness Type: general – SubjectFull: Barriers Type: general – SubjectFull: Social Support Groups Type: general – SubjectFull: Teacher Shortage Type: general – SubjectFull: Minority Group Students Type: general – SubjectFull: Bilingual Teachers Type: general Titles: – TitleFull: Testimonios de los Unicornios: Learning from Latina Bilingual Education Teachers Testimonios in an Educator Preparation Program Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Denise N. Lara – PersonEntity: Name: NameFull: Delia Carrizales – PersonEntity: Name: NameFull: Zinab Muñoz IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1534-8431 – Type: issn-electronic Value: 1532-771X Numbering: – Type: volume Value: 24 – Type: issue Value: 4 Titles: – TitleFull: Journal of Latinos and Education Type: main |
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