Preparing Bilingual Pre-Service Teachers for Bilingual Students in the US
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This study aims to explore how a bilingual program in the US set up a system to prepare bilingual para-professionals to become academically and professionally confident teachers to meet the bilingual teaching needs of a community for the growing population of English as second language (ESL) and bilingual students. Data were collected by interviews, informal observations and documents related to the students for two academic years. The study found that first, the program was successful in helping the students become well-trained bilingual teachers, and support in academic areas through a carefully designed curriculum and service played an important role in helping the students grow confident academically. Second, the study also identified that the program's support for the students' professional developments was a key factor in the students' success in career advancement. Third, the intensive collaboration among a university, schools, and a school district was found to be an essential component for the program to achieve its goal in helping the students. These findings suggest that stake-holders involved in bilingual education should work together to create more effective bilingual teacher preparation programs to produce well-prepared and confident bilingual teachers
Abstract
This study aims to explore how a bilingual program in the US set up a system to prepare bilingual para-professionals to become academically and professionally confident teachers to meet the bilingual teaching needs of a community for the growing population of English as second language (ESL) and bilingual students. Data were collected by interviews, informal observations and documents related to the students for two academic years. The study found that first, the program was successful in helping the students become well-trained bilingual teachers, and support in academic areas through a carefully designed curriculum and service played an important role in helping the students grow confident academically. Second, the study also identified that the program's support for the students' professional developments was a key factor in the students' success in career advancement. Third, the intensive collaboration among a university, schools, and a school district was found to be an essential component for the program to achieve its goal in helping the students. These findings suggest that stake-holders involved in bilingual education should work together to create more effective bilingual teacher preparation programs to produce well-prepared and confident bilingual teachers
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