449
Views
2
CrossRef citations to date
0
Altmetric
Articles

Spanish Language Development and Support in a Bilingual Teacher Preparation Program

References

  • Arroyo-Romano, J. (2016). Bilingual education candidates’ challenges meeting the Spanish language/bilingual certification exam and the impact on teacher shortages in the state of Texas, USA. Journal of Latinos and Education, 15(4), 275–286. https://doi.org/10.1080/15348431.2015.1134539
  • Caldas, B., Palmer, D., & Schwedhelm, M. (2018). Speaking educación in Spanish: Linguistic and professional development in a bilingual teacher education program in the US-Mexico Borderlands. International Journal of Bilingual Education and Bilingualism, 22(1), 49–63. https://doi.org/10.1080/13670050.2018.1510894
  • Ducar, C. M. (2008). Student voices: The missing link in the Spanish heritage language debate. Foreign Language Annals, 41(3), 415–433. https://doi.org/10.1111/j.1944−9720.2008.tb03305.x
  • García, O. (2009). Education, multilingualism and translanguaging in the 21st century. In A. Mohanty, M. Panda, R. Phillipson, & T. Skutnabb-Kangas (Eds.), Multilingual education for social justice: Globalising the local (pp. 128–145). Orient Blackswan.
  • Garcia, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
  • Glesne, C. (2011). Becoming qualitative researchers: An introduction (5th ed.). Pearson.
  • Guerrero, M. (2003a). We have correct English teachers. Why can’t we have correct Spanish teachers? It’s not acceptable. International Journal of Qualitative Studies in Education, 16(5), 647–668. https://doi.org/10.1080/0951839032000142931
  • Guerrero, M. (2003b). Acquiring and participating in the use of academic Spanish: Four novice Latina bilingual education teachers’ stories. Journal of Latinos and Education, 2(3), 159–181. https://doi.org/10.1207/S1532771XJLE0203_03
  • Guerrero, M. D., & Guerrero, M. C. (2013). El discurso del espanol academico en una zona fronteriza: Un caso de colonizacion benevolente [The discourse of academic Spanish in a border area: A case of benevolent colonization]. Journal of Latinos and Education, 12(4), 239–253. https://doi.org/10.1080/15348431.2013.785407
  • Hones, D., Aguilar, N., & Thao, S. (2009). “La lucha continua”: Becoming a bilingual teacher in the era of Praxis II. Multicultural Education, 16(3), 18–23.
  • Hornberger, N. (2004). The continua of biliteracy and the bilingual educator: Educational linguistics in practice. International Journal of Bilingual Education and Bilingualism, 7(2), 155–171. https://doi.org/10.1080/13670050408667806
  • Hornberger, N. (2006). Frameworks and models in language policy and planning. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 24–41). Blackwell.
  • Kroskrity, P. (2010). Language ideologies: Evolving perspectives. In J. Östman, J. Verschueren, & J. Jaspers (Eds.), Society and language use (pp. 192–211). John Benjamins.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
  • Mertens, D. (2010). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative and mixed methods (3rd ed.). Sage.
  • Mick, C. (2011). Heteroglossia in a multilingual classroom: Developing multilingual literacy acquisition. In C. Hélot & M. O’Laoire (Eds.), Language policy for the multilingual classroom: Pedagogy of the possible (pp. 22–41). Multilingual Matters.
  • Rodriguez, A. (2007). Prospective bilingual teachers’ perceptions of the importance of their heritage language. Heritage Language Journal, 5(1), 172–187.
  • Rosado, L. (2005). The language of Cervantes: Alive and well in Texas: Implications for bilingual education programs. Hispania, 88(4), 834–884. https://doi.org/10.2307/20063213
  • Said-Mohand, A. (2005). La enseñanza del discurso academico a estudiantes bilingues en los Estados Unidos: Reflexion y estado de la cuestion [Teaching academic discourse to bilingual students in the United States: Reflection and state of the question]. Bilingual Research Journal, 29(3), 699–710. https://doi.org/10.1080/15235882.2005.10162859
  • Soltero-Gonzalez, L., Escamilla, K., & Hopewell, S. (2012). Changing teachers’ perceptions about the writing abilities of emerging bilingual students: Towards a holistic bilingual perspective on writing assessment. International Journal of Bilingual Education and Bilingualism, 15(1), 71–94. https://doi.org/10.1080/13670050.2011.604712
  • Sutterby, J. A., Ayala, J., & Murillo, S. (2005). “El Sendero torcido al espanol” [The twisted path to Spanish]: The development of bilingual teachers’ Spanish-language proficiency. Bilingual Research Journal, 29(2), 435–452. https://doi.org/10.1080/15235882.2005.10162843
  • Swain, M. (2009). Languaging, agency and collaboration in advanced second language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–106). Continuum.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.