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Bilingual Teacher Candidates as Policy Appropriators in a Previously Anti-Bilingual State

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Title: Bilingual Teacher Candidates as Policy Appropriators in a Previously Anti-Bilingual State
Language: English
Authors: Jasmine Alvarado (ORCID 0000-0001-6047-3350), C. Patrick Proctor (ORCID 0000-0001-5666-2765)
Source: Journal of Multilingual and Multicultural Development. 2025 46(3):637-653.
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: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Bilingual Education, Preservice Teachers, Teacher Education Programs, State Policy, Educational Policy, Second Language Instruction, English Learners, Educational Legislation, Second Language Learning, Language Teachers, Teacher Attitudes, Remedial Instruction
Geographic Terms: Massachusetts
DOI: 10.1080/01434632.2023.2193172
ISSN: 0143-4632
1747-7557
Abstract: This multiple case study explores the conceptualisations of bilingual education within the Massachusetts state policy, An Act Relative to Language Opportunity for Our Kids (LOOK Act), and teacher candidates' experiences from a bilingual teacher preparation programme in Massachusetts. Data consisted of policy documents, semi-structured interviews, and memos. Overall, the LOOK Act primarily framed bilingual education as a remedial and commodifiable educational model. Specifically, the law referred to bilingual programmes as programmes that focus on promoting the acquisition of English language proficiency. At the same time, it distinguishes bilingual programme models from each other by referring to one model, dual language education, as an academically rigorous programme and to transitional bilingual education as a temporary programme solely for English Learners. Teacher candidates described how the above orientations toward bilingual education were present in their coursework and teaching experiences. They also critiqued the rigid communicative approaches that the LOOK Act established for families and bilingual programmes. This study's implications include (a) further investigation of teacher candidates' negotiation of governmental educational policies throughout their transition as practicing teachers, and (b) teacher education programmes' integration of opportunities for teacher candidates to examine and make sense of educational policies.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1498348
Database: ERIC
FullText Text:
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  Data: Bilingual Teacher Candidates as Policy Appropriators in a Previously Anti-Bilingual State
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  Data: <searchLink fieldCode="AR" term="%22Jasmine+Alvarado%22">Jasmine Alvarado</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6047-3350">0000-0001-6047-3350</externalLink>)<br /><searchLink fieldCode="AR" term="%22C%2E+Patrick+Proctor%22">C. Patrick Proctor</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5666-2765">0000-0001-5666-2765</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Multilingual+and+Multicultural+Development%22"><i>Journal of Multilingual and Multicultural Development</i></searchLink>. 2025 46(3):637-653.
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  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
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  Data: 17
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22State+Policy%22">State Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Remedial+Instruction%22">Remedial Instruction</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Massachusetts%22">Massachusetts</searchLink>
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  Data: 10.1080/01434632.2023.2193172
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  Data: 0143-4632<br />1747-7557
– Name: Abstract
  Label: Abstract
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  Data: This multiple case study explores the conceptualisations of bilingual education within the Massachusetts state policy, An Act Relative to Language Opportunity for Our Kids (LOOK Act), and teacher candidates' experiences from a bilingual teacher preparation programme in Massachusetts. Data consisted of policy documents, semi-structured interviews, and memos. Overall, the LOOK Act primarily framed bilingual education as a remedial and commodifiable educational model. Specifically, the law referred to bilingual programmes as programmes that focus on promoting the acquisition of English language proficiency. At the same time, it distinguishes bilingual programme models from each other by referring to one model, dual language education, as an academically rigorous programme and to transitional bilingual education as a temporary programme solely for English Learners. Teacher candidates described how the above orientations toward bilingual education were present in their coursework and teaching experiences. They also critiqued the rigid communicative approaches that the LOOK Act established for families and bilingual programmes. This study's implications include (a) further investigation of teacher candidates' negotiation of governmental educational policies throughout their transition as practicing teachers, and (b) teacher education programmes' integration of opportunities for teacher candidates to examine and make sense of educational policies.
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        Value: 10.1080/01434632.2023.2193172
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      – Text: English
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        PageCount: 17
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    Subjects:
      – SubjectFull: Bilingual Education
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Teacher Education Programs
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      – SubjectFull: State Policy
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      – SubjectFull: Educational Policy
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: English Learners
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      – SubjectFull: Educational Legislation
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Language Teachers
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Remedial Instruction
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      – SubjectFull: Massachusetts
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      – TitleFull: Bilingual Teacher Candidates as Policy Appropriators in a Previously Anti-Bilingual State
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