Responding to the Call: Developing and Assessing Pedagogical Spanish Competencies in Bilingual Teacher Education

Autor/in	Aquino-Sterling, Cristian R.
Titel	Responding to the Call: Developing and Assessing Pedagogical Spanish Competencies in Bilingual Teacher Education
Quelle	In: Bilingual Research Journal, 39 (2016) 1, S.50-68 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2016.1139519
Schlagwörter	Bilingualism; Teacher Education; Spanish; Bilingual Teachers; Language Proficiency; Teacher Educators; Teaching Methods; Course Content; Oral Language; Curriculum Design; Classroom Techniques; Best Practices; Language Arts; Grade 5; Elementary School Teachers; Native Speakers; Cultural Background; Teacher Characteristics; Online Surveys + Suchen Sie Ihr Suchwort? Bilingualismus; Lehrerausbildung; Lehrerbildung; Spanisch; Language skill; Language skills; Sprachkompetenz; Teacher education; Education; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Oral interpretation; Mündlicher Sprachgebrauch; Lehrplangestaltung; Klassenführung; Sprachkultur; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Muttersprachler
Abstract	Bilingual teacher education scholars continue to advocate for the improvement of Spanish language-related teacher preparation practices. However, the field is in need of research on how bilingual teacher educators across the U.S. are addressing this task in their work with future teachers. In responding to this call, I describe an approach and an activity for developing and assessing what I denote as the "pedagogical Spanish" competencies of prospective bilingual teachers. After emphasizing the value of content-based and task-based strategies for developing professionally relevant Spanish competencies, I provide an assessment of the "teaching-specific" oral language performance of two future bilingual teachers. To conclude, I identify implications for curriculum design and classroom practice, and invite scholars to participate in the formation of the "Language in Teacher Education Research Network" (LANTERN), a collaborative aimed at conducting systematic research on best practices for developing and assessing/evaluating language competencies in (bilingual) teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01