Abstract
While Bilingual Education has traditionally been associated with linguistic diversity, the rise of the number of African-American teacher candidates in a Bilingual Education program at a mid-west Predominantly Black Institution (PBI) is causing the authors to reevaluate the input of this program’s curriculum and the output of the candidates’ understanding. The focus of this article is the training and preparation of bilingual educators at a PBI. The first section focuses on theoretical aspects of bilingual programming, and helps the reader understand how demographics and legislation have a strong impact on the educators who obtain licensure to work in the field of Bilingual and English as a Second Language (ESL) Education. The second section focuses on (1) results obtained in a review of national and state demographics, (2) results from a survey highlighting the experiences of teacher candidates in a Bilingual Education program at a PBI in the mid-west, and (3) results from interviews with teacher candidates regarding the experiences of these same candidates. Results are used to draw conclusions about program strengths and weaknesses to improve and broaden the understanding of the instructional methods needed in this Bilingual Education program curriculum.
References
Boser, U. (2014). Teacher diversity revisited. Washington, DC: Center for American Progress. Retrieved August 25, 2015 from http://www.americanprogress.org/issues/race/report/2014/05/04/88962/teacher-diversityrevisited/Search in Google Scholar
Byrnes, D. A., Kyger, G., & Manning, A. L. (1997). Teachers’ attitudes about language diversity. Teaching and Teacher Education, 13(6), 637–644.10.1016/S0742-051X(97)80006-6Search in Google Scholar
Christopoulou, M., Pampaka, M., & Vlassopoulou, M. (2012). Cypriot teachers’ attitudes on bilingualism. International Journal of Business and Social Science, 3(11), 46–58.Search in Google Scholar
Dilworth, M. E., & Brown, A. L. (2010). Teachers of color: Quality and effective teachers one way or another. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of Research on Teacher Education (pp. 424–444). New York: Routledge.Search in Google Scholar
Garcia-Nevarez, A. G., Stafford, M. E., & Arias, B. (2005). Arizona elementary teachers’ attitudes toward English language learners’ and the use of Spanish in classroom instruction. Bilingual Research Journal, 29(2), 295–317.10.1080/15235882.2005.10162837Search in Google Scholar
Gonzalez, R., & Ayala-Alcantar, C. U. (2008). Critical caring: Dispelling Latino stereotypes among preservice teachers. Journal of Latinos and Education, 7(2), 129–143.10.1080/15348430701828699Search in Google Scholar
Illinois Report Card (2014). Retrieved September 15, 2015, from http://illinoisreportcard.com/default.aspx.Search in Google Scholar
Illinois State Board of Education (2011). 105 ILCS 5/Art. 21B Educator Licensure.Search in Google Scholar
Illinois State Board of Education. (2015a). Bilingual education programs and english learners in illinois: SY 2013 (2012-2013 school year) statistical report. Springfield, IL: Data Analysis and Accountability Division English Language Learning Division.Search in Google Scholar
Illinois State Board of Education (2015b). 23 Ill. Admin. Code 228.Search in Google Scholar
Irizarry, J. G., & Welton, A. D. (2014). Latina/o youth as educational researchers: Implications for teaching and learning in urban schools. In H. R. Milner, IV & K. Lomotey (Eds.), Handbook of urban education (pp. 239–255). New York: Routledge.Search in Google Scholar
Karabenick, S. A., & Clemens Noda, P. A. (2004). Professional development implications of teachers’ beliefs and attitudes towards English language learners. Bilingual Research Journal, 28(1), 55–75.10.1080/15235882.2004.10162612Search in Google Scholar
Lee, J. S., & Oxelson, E. (2006). “It’s not my job”: K-12 teacher attitudes toward students’ heritage language maintenance. Bilingual Research Journal, 30(2), 453–477.10.1080/15235882.2006.10162885Search in Google Scholar
Monzó, L. D., & Rueda, R. S. (2001). Professional roles, caring, and scaffolds: Latino teachers’ and paraeducators’ interactions with Latino students. American Journal of Education, 109(4), 438–471.10.1086/444335Search in Google Scholar
National Center for Education Statistics (2013). Digest of education statistics: 2013. Retrieved September 3, 2015, from http://nces.ed.gov/programs/digest/d13/tables/dt13_201.10.asp.Search in Google Scholar
Ovando, C. (2003). Bilingual education in the United States: Historical development and current issues. Bilingual Research Journal, 27(1), 1–24.10.1080/15235882.2003.10162589Search in Google Scholar
Quiocho, A., & Rios, F. (2000). The power of their presence: Minority group teachers and schooling. Review of Educational Research, 70(4), 485–528.10.3102/00346543070004485Search in Google Scholar
Santiago, C. A., Calderón Galdeano, E., & Taylor, M. (2015). The condition of Latinos in education: 2015 factbook. Washington DC: Excelencia in Education.Search in Google Scholar
Téllez, K. (2004). Preparing teachers for Latino children and youth: Policies and practice. The High School Journal, 88(2), 43–54.10.1353/hsj.2004.0026Search in Google Scholar
Zirkel, S. (2002). Is there a place for me? Role models and academic identity among white students and students of color. Teacher College Record, 104(2), 57–375.10.1177/016146810210400206Search in Google Scholar
Zumwalt, K., & Craig, E. (2010). Who is teaching? Does it matter?. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education (pp. 404–423). New York: Routledge.Search in Google Scholar
© 2018 Walter de Gruyter GmbH, Berlin/Boston
