Using theories of figured worlds, we demonstrate how Proyecto BilingA 1/4e, a Master of Arts in Curriculum and Instruction program, constructs a figured world of bilingual education for Latina/o bilingual teachers. We drew from a larger qualitative study to conduct a thematic analysis of interviews with Latina/o bilingual teachers, their written autobiographies, and reflections. We found that Proyecto BilingA 1/4e was a space for (re)making bilingual-bicultural identities and for self-authoring Latina/o bilingual teacher agents. Also, creating community was a key value influencing Latina/o teachers' leadership and advocacy. In these ways, Proyecto BilingA 1/4e serves as a model for the professional development of bilingual teachers.
Teaching Methods and Strategies
Teacher Qualifications and Certification
Teacher Evaluation and Effectiveness
Home Environment and Language Practices
Family and Community Involvement
English Learner Identification