Bilingual teacher candidates and their professors: Efforts to pass a Spanish proficiency certification exam

IF 1.7 Q1 LINGUISTICS

Bilingual Research Journal Pub Date : 2023-04-03 DOI:10.1080/15235882.2023.2225460

Leslie M. Gauna, Judith A. Márquez, Laurie R. Weaver, Jane Cooper

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引用次数: 0

Abstract

ABSTRACT Heritage Spanish speakers (HSSs) in the U.S. who seek certification as bilingual teachers must show Spanish language proficiency. The state of Texas requires candidates to pass the Bilingual Target Language Proficiency Test (BTLPT) a test seen as a gatekeeping mechanism (Clark & Flores, 2002) in a field that presents chronic shortage of certified teachers (Arroyo-Romano, 2016). This case study of a bilingual education preparation program (BEPP) in Texas reveals the efforts by both professors to help and students to pass the BTLPT. Findings report on faculty and candidate narrative accounts of pedagogical practices. Recommendations emerged from faculty and students’ suggestions for improving test-preparation and Spanish development of HSSs teacher candidates. The authors respond to Guerrero’s (2013) recommendation for “more concrete measures to help pre-service bilingual teachers improve their language skills” (p. 2) and accepts Zúñiga’s (2021) invitation for teacher educators to find venues to share how we “go about supporting bilingual TCs [teacher candidates] in their professional development” (p. 228). The study offers directions for action within BEPPs, universities with HSSs students, and the PK-20 school system. Heritage Spanish speakers (HSSs) in the U.S. who seek certification as bilingual teachers must show Spanish language proficiency. The state of Texas requires candidates to pass the Bilingual Target Language Proficiency Test (BTLPT) a test seen as a gatekeeping mechanism (Clark & Flores, 2002) in a field that presents chronic shortage of certified teachers (Arroyo-Romano, 2016). This case study of a bilingual education preparation program (BEPP) in Texas reveals the efforts by both professors to help and students to pass the BTLPT. Findings report on faculty and candidate narrative accounts of pedagogical practices. Recommendations emerged from faculty and students’ suggestions for improving test-preparation and Spanish development of HSSs teacher candidates. The authors respond to Guerrero’s (2013) recommendation for “more concrete measures to help pre-service bilingual teachers improve their language skills” (p. 2) and accepts Zúñiga’s (2021) invitation for teacher educators to find venues to share how we “go about supporting bilingual TCs [teacher candidates] in their professional development” (p. 228). The study offers directions for action within BEPPs, universities with HSSs students, and the PK-20 school system. Heritage Spanish speakers (HSSs) in the U.S. who seek certification as bilingual teachers must show Spanish language proficiency. The state of Texas requires candidates to pass the Bilingual Target Language Proficiency Test (BTLPT) a test seen as a gatekeeping mechanism (Clark & Flores, 2002) in a field that presents chronic shortage of certified teachers (Arroyo-Romano, 2016). This case study of a bilingual education preparation program (BEPP) in Texas reveals the efforts by both professors to help and students to pass the BTLPT. Findings report on faculty and candidate narrative accounts of pedagogical practices. Recommendations emerged from faculty and students’ suggestions for improving test-preparation and Spanish development of HSSs teacher candidates. The authors respond to Guerrero’s (2013) recommendation for “more concrete measures to help pre-service bilingual teachers improve their language skills” (p. 2) and accepts Zúñiga’s (2021) invitation for teacher educators to find venues to share how we “go about supporting bilingual TCs [teacher candidates] in their professional development” (p. 228). The study offers directions for action within BEPPs, universities with HSSs students, and the PK-20 school system.

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双语教师候选人及其教授：努力通过西班牙语能力认证考试

摘要：在美国，希望获得双语教师认证的传统西班牙语使用者必须具备西班牙语熟练程度。得克萨斯州要求考生通过双语目标语言能力测试（BTLPT），该测试被视为一种把关机制（Clark&Flores，2002），该领域长期缺乏认证教师（Arroyo Romano，2016）。这项针对德克萨斯州双语教育准备项目（BEPP）的案例研究揭示了教授和学生为通过BTLPT所做的努力。研究结果报告了教师和候选人对教学实践的叙述。教师和学生提出了改进HSS教师候选人的考试准备和西班牙语发展的建议。作者回应了格雷罗（2013）关于“采取更具体措施帮助职前双语教师提高语言技能”的建议（第2页），并接受了祖尼加（2021）的邀请，邀请教师教育工作者寻找场所，分享我们如何“支持双语教师候选人的专业发展”（第228页）。该研究为BEPP、有HSS学生的大学和PK-20学校系统内的行动提供了指导。美国的传统西班牙语使用者（HSS）如果想获得双语教师的认证，必须表现出西班牙语熟练程度。得克萨斯州要求考生通过双语目标语言能力测试（BTLPT），该测试被视为一种把关机制（Clark&Flores，2002），该领域长期缺乏认证教师（Arroyo Romano，2016）。这项针对德克萨斯州双语教育准备项目（BEPP）的案例研究揭示了教授和学生为通过BTLPT所做的努力。研究结果报告了教师和候选人对教学实践的叙述。教师和学生提出了改进HSS教师候选人的考试准备和西班牙语发展的建议。作者回应了格雷罗（2013）关于“采取更具体措施帮助职前双语教师提高语言技能”的建议（第2页），并接受了祖尼加（2021）的邀请，邀请教师教育工作者寻找场所，分享我们如何“支持双语教师候选人的专业发展”（第228页）。该研究为BEPP、有HSS学生的大学和PK-20学校系统内的行动提供了指导。美国的传统西班牙语使用者（HSS）如果想获得双语教师的认证，必须表现出西班牙语熟练程度。得克萨斯州要求考生通过双语目标语言能力测试（BTLPT），该测试被视为一种把关机制（Clark&Flores，2002），该领域长期缺乏认证教师（Arroyo Romano，2016）。这项针对德克萨斯州双语教育准备项目（BEPP）的案例研究揭示了教授和学生为通过BTLPT所做的努力。研究结果报告了教师和候选人对教学实践的叙述。教师和学生提出了改进HSS教师候选人的考试准备和西班牙语发展的建议。作者回应了格雷罗（2013）关于“采取更具体措施帮助职前双语教师提高语言技能”的建议（第2页），并接受了祖尼加（2021）的邀请，邀请教师教育工作者寻找场所，分享我们如何“支持双语教师候选人的专业发展”（第228页）。该研究为BEPP、有HSS学生的大学和PK-20学校系统内的行动提供了指导。

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来源期刊

Bilingual Research Journal LINGUISTICS-

CiteScore

2.60

自引率

12.50%

发文量

期刊介绍： The Bilingual Research Journal is the National Association for Bilingual Education’s premier scholarly, peer-reviewed research publication. Bilingual Research Journal delivers in-depth coverage of education theory and practice, dealing with bilingual education, bilingualism, and language policies in education. Topics include: -Assessment- Biliteracy- Indigenous languages- Language planning- Language politics- Multilingualism- Pedagogical approaches- Policy analysis- Instructional research- Language planning- Second language acquisition. The journal has a strong interest in matters related to the education of language minority children and youth in the United States, grades PreK-12, but articles focusing on other countries are often included if they have implications for bilingual education in the U.S.