Acculturation Among Latino Bilingual Education Teacher Candidates: Implications for Teacher Preparation Institutions

Abstract

This study examined acculturation among Latino bilingual education teacher candidates to identify psychosocial distinctions among 3 identified groups: 1st-generation college students, 2nd-generation paraprofessionals, and immigrant normalistas (normal school foreign-trained teachers). Using acculturation scales, we observed overall group and between-group differences. Post hoc group differences showed variations for groups toward affiliation, individual and collective agency, and family values. Explored are implications for teacher preparation programs as well as important considerations for the recruitment and preparation of diverse Spanish- and non-Spanish-speaking Latinos.

Key words:

• bilingual education teacher candidates
• acculturation and bilingual education teacher
• acculturation and bilingual teacher preparation
• acculturation and teacher identity
• acculturation and ethnic teacher identity
• acculturation and bilingual teacher identity