Speaking<i>educación</i>in Spanish: linguistic and professional development in a bilingual teacher education program in the US-Mexico Borderlands

Caldas, Blanca; Palmer, Deborah K.; Schwedhelm, Maria

doi:10.1080/13670050.2018.1510894

Cited by 14 publications

(10 citation statements)

References 25 publications

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“…Research shows that Spanish heritage language speakers, like the participants in my study, might experience language loss due to the years of monolingual English-only schooling and messages (Caldas, 2018;Guerrero & Guerrero, 2013;Hasson, 2006). Therefore, they may internalize the deficit dominant views toward their own language, culture, and literacy practices (Howard, 2006), which may interfere with the formation of their identity as bilingual teachers.…”

Section: Translanguagingmentioning

confidence: 87%

“…This division break actually resembled the actual language ecology of the class and reflected how translanguaging looks and sounds in this particular setting. The linguistic stance in the use of Theater of the Oppressed, along with other language strategies used in the classroom that supported the participants' multilingual practices in this translanguaging space effectively supported their Spanish proficiency (Caldas et al, 2018). The author showed how four bilingual preservice teachers' Spanish proficiency developed through translanguaging practices and negotiated horizontal classroom language policies (see Caldas at al., 2018 for more details).…”

mentioning

confidence: 96%

“…In preparation for the reenactment of the narratives described above, the participants also reenacted concepts, memories, and emotions related to the central themes of each session. While one of the goals of these interventions was to develop confidence and proficiency in the participants' Spanish language development, multilingual practices were negotiated in class in such a way, that the classrooms became translanguaging spaces (Caldas, Palmer, & Schwedhelm, 2018;Wei, 2011).…”

mentioning

confidence: 99%

See 2 more Smart Citations

The Boal-Freire Nexus: Rehearsing Praxis, Imagining Liberation in Bilingual Teacher Education

Caldas¹

2020

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Section: Translanguagingmentioning

confidence: 87%

mentioning

confidence: 96%

mentioning

confidence: 99%

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The Boal-Freire Nexus: Rehearsing Praxis, Imagining Liberation in Bilingual Teacher Education

Caldas¹

2020

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“…Translanguaging involves languaging (Swain, 2009) across the socioculturally constructed boundaries of traditional codes or languages (Garcia & Wei, 2014). Translanguaging in a bilingual teacher preparation program, its influence on the development of Spanish proficiency, and, notably, its impact on teachers' future practice seems, thus far, little explored (Caldas et al, 2018).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Spanish Language Development and Support in a Bilingual Teacher Preparation Program

Caldas

2021

Journal of Language, Identity & Education

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This is a case study of supplementary support sessions for Spanish proficiency offered in a bilingual teacher preparation program in Texas throughout an academic year. The support sessions were created to assist pre-service bilingual teachers in further developing their command of Spanish through extra practice, feedback, and test preparation in Spanish. The tutorial sessions stimulated pre-service bilingual teachers to make sense of their own bilingualism in connection to their emergent professional identity, as well as their perceptions of their own preparation/preparedness to teach bilingually. The case study analyzes the effectiveness of the support sessions as evidenced in written and oral samples excerpted from the recorded sessions. This research calls for rethinking how bilingual teacher preparation programs can provide explicit and systematic language support to meet the needs of bilingual educators preparing for their future professional practice.

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“…Because growing critically conscious teachers (Valenzuela, ) is crucial to foster political and ideological clarity (Bartolome & Balderrama, ; Sánchez & Ek, ) among future teachers working with Mexican American and Latinx emergent bilinguals, I made three distinct pedagogical choices. First, the classroom became a translanguaging space (Caldas et al, ; Wei, ) as all language practices were both welcomed and negotiated openly in the classroom. The use of the participants' linguistic repertoires in that space allowed us to both discuss bilingualism and bilingual practices and to enact what Auer called “being bilingual” (Auer, , p. 7).…”

Section: The Studymentioning

confidence: 99%

To switch or not to switch: Bilingual preservice teachers and translanguaging in teaching and learning

Caldas

2019

TESOL Journal

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This ethnographic study examines the language ideology shifts among a group of 20 Mexican American/Latinx preservice bilingual teachers within a translanguaging space (Wei, 2011). This article explores how understanding different language ideological approaches to bilingualism and bilingual education through the use of translanguaging as the language of instruction push participants to examine their bilingual identities, linguistic trajectories and ideologies, and their own future approach to language and content teaching. Findings show that all the participants agreed they would use translanguaging as a language policy in their future classrooms as they experienced its benefits first-hand during this study. At the same time, the participants proposed a combination of approaches depending on students' linguistic needs, placing more emphasis on the language that requires more development. This quest for ideological coexistence stemmed from the participants' reflections of the socio-cultural-historical-political contexts of the schooling of emergent bilinguals in the United States combined with their own linguistic and educational trajectories, which promoted a new awareness and commitment to avoid a new cycle of language marginalization in their future classrooms.

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Speakingeducaciónin Spanish: linguistic and professional development in a bilingual teacher education program in the US-Mexico Borderlands

Cited by 14 publications

References 25 publications

The Boal-Freire Nexus: Rehearsing Praxis, Imagining Liberation in Bilingual Teacher Education

The Boal-Freire Nexus: Rehearsing Praxis, Imagining Liberation in Bilingual Teacher Education

Spanish Language Development and Support in a Bilingual Teacher Preparation Program

To switch or not to switch: Bilingual preservice teachers and translanguaging in teaching and learning

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