This paper explores the experiences of practicing bilingual (English/Spanish, English/Portuguese, and English/Haitian Creole) and English as a Second Language teachers after completing a Bilingual Bicultural Education Certification program. It highlights how teachers defined success when working with their emergent bilingual students and names the…

In this manuscript, we discuss the unique characteristics of critical bicultural-bilingual pedagogues. A sociocultural transformative framework anchors the notion of critical bicultural-bilingual pedagogues and builds on my own as well the work of other scholars. There are two overarching themes that are considered regarding critical…

This autoethnography explores my experience as a bilingual teacher educator on the Texas, United States-Mexico border supporting the development of preservice teachers' pedagogical Spanish language competencies through a course that I have been developing over the last few years. To this aim, I look at my positionality and experiences developing…

This qualitative study examined the development of bilingual and bicultural preservice teachers' beliefs and attitudes about social justice and its role in the education of language minority children. Fraser's in Redistribution or recognition: a political-philosophical exchange. Verso, New York, (2003) perspectival dualist framework, which calls…

The important cooperative relationship between the school and its community assumes even greater importance when the learners are speakers of other languages. The single most important motivating force in learning a new language is the attitude of learners and their parents toward the new language and its speakers. Of all the responsibilities the…

Describes the Oyster School in Washington, D.C. and their thorough bilingual program. (GB)

An autobiographical narrative of a Puerto Rican bilingual teacher reflects on the social and educational impact of bilingualism, biculturalism, and bilingual education on her life. It also aims to redefine the American dream to more adequately reflect the contemporary multicultural character of a bilingual American. (Author/SV)

This article discusses the role of professional educators such as foreign language professors and linguists, and of disciplines such as sociology, history, anthropology and fine arts in the preparation of bilingual-bicultural teachers. (CLK)

A problem which is pinpointed is the lack of involvement and commitment of higher education institutions to bilingual and bicultural education. In the state of California no higher education institution is prepared to give a bilingual teaching credential. (SW)

In-depth interviews with Mexican-American and Euro-American bilingual teaching candidates examined differences in reference group orientation, affiliative identity, and rationale for becoming a bilingual teacher. Mexican Americans had a strong Mexican affiliative identity and seemed personally compelled to maintain the language and culture.…

This paper describes the positions taken by culturalists and by language sociologists with regard to bilingualism, and discusses the implications of their positions for bilingual education. The former emphasizes duplication of the two languages, the latter their compartmentalization. The first position may not justify a carefully planned bilingual…

This position paper gives the results of informal surveys carried out by the Bilingual-Bicultural Task Force of the California State Department of Education. Only 60 to 65% of the teachers in the state bilingual programs are judged bilingual and 50% bilingual-biliterate. Almost all of the teacher aides are judged bilingual, and a large percentage…

State after state is wrestling with federal legislation's mandate to respond to the needs of students whose native language is not English. Much ambiguity, confusion, and frustration surrounds the issue of bilingual-bicultural education. This paper begins by describing the confusion which often surrounds the English component in a bilingual…

The conference papers presented here are grouped under the six topics around which the conference was organized. The section on program goals and models for bilingual education contains papers by Joshua Fishman, Salomon Nahmad, John C. Molina, Alberto Escobar, G. Kent Gooderham, and Dillon Platero. The section on teaching the second language…