No abstract

This study examined the development of bicultural voice in Latina/o preservice teachers. Researchers used survey, interview, and observational data to probe students' knowledge, beliefs, and orientations related to teaching culturally and linguistically diverse students. The researchers found that the bilingual cohort courses afforded students with opportunities to juxtapose personal narratives with broader social contexts, thereby allowing students to examine and critique the ideology and curricula of schools. The authors assert that cultivating social justice orientations in bilingual-bicultural preservice teachers is crucial to the empowerment of bilingual-bicultural teachers and their students.

Learning social studies curriculum can present challenges for English-language learners (ELLs). The language used to present concepts is often decontextualized and abstract, making it difficult for these students to understand the content and have successful learning experiences. In this article, the authors describe strategies elementary teachers can use to make social studies content more comprehensible to ELLs and engage them to become active participants in their learning. They discuss three strategies in-depth and explain particular teaching techniques, such as the use of graphic organizers. Teaching vignettes illustrate ways these strategies can be implemented in the classroom to help ELLs be successful in acquiring social studies knowledge and inquiry skills while developing critical English language arts proficiencies.

This study employed interviews with 10 bilingual Latino preservice teachers to explore their experiences with schooling and their observations while student teaching in suburban and urban schools. Findings reveal that participants' life experiences and unique responses to cultural conflicts influenced their ability to relate to Latino students and parents and their desires to teach in Latino communities. However, participants demonstrated minimal recognition of forces that contribute to inequity, and none expressed the need to challenge traditional practices. This study supports the need for professional development programs for teachers of color to incorporate ongoing critical reflection of life experiences to promote political consciousness.

This study is informed by a critical perspective that addresses issues of bicultural development and linguistic attitudes within a context of existing societal power relations. Interviews were conducted with four Latina teachers to examine the relationship between their bicultural identities and their attitudes toward English and Spanish. Findings point to a strong correlation between identification with Latino culture, political consciousness, and value for the Spanish language as a means of affirming the cultural identities of Latino students. Results of this study support the need to incorporate issues concerning bicultural development and language domination into the professional development of bilingual teachers.