This article centers on the significant practices identified by bilingual teachers who participated in Proyecto BilingA 1/4e, a specialized master's degree program. The notion of bidirectional theory of bilingual pedagogy and the theoretical construct of the continua of biliteracy are utilized to illustrate how the teachers centered home and school connections in their curriculum. Specific analysis is done on the ways the teachers create spaces of authoring for themselves, for students, and for their families and communities. These authoring spaces served to elevate the status of bilingual education, bilingual teachers, bilingual learners, and the Spanish language. Sustaining dynamic exchange flows through bidirectional intent between home and school can have profound impact in social and academic outcomes.
Teaching Methods and Strategies
Teacher Evaluation and Effectiveness
Program Design and Implementation
Preservice Teacher Preparation
Home Environment and Language Practices
Family and Community Involvement