Latina Early Childhood Teachers Negotiating Language Policies en la Frontera

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Author
Author
Valdez, Veronica E.
Journal
Bilingual Research Journal
Details
Resource Type
Journal
Acquisition Number
BE025452
Published Date
07-17-2015 3:55 PM
Published Year
2015
Number of Pages
14
Language(s)
Subscription Only
No
Abstract
Grounded in new language policy studies (McCarty, Collins, & Hopson, 2011), this qualitative study examines two bilingual Latina preschool teachers' language views, experiences, skills, and goals in a Texas/Mexico border community to determine how these factors mediate their choice to use Spanish/English in their instructional practices with the emergent bilingual children in their classrooms. Despite a stated institutional language policy that valued the equal use of English and Spanish, case study teachers' individual values of and practices with each language were shaped by their educational experiences acquiring English. Particularly, their language skills in each language were found to be influential factors in teachers' negotiations of how much and in what ways Spanish was used for instruction. Implications for teacher training and professional development are discussed.
Topics
Teaching Methods and Strategies
Preservice Teacher Preparation
Early Childhood Education
Bilingual Education