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ERIC Number: EJ1024225
Record Type: Journal
Publication Date: 2013
Pages: 21
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-1523-5882
Building on Our Teaching Assets: The Unique Pedagogical Contributions of Bilingual Educators
Hopkins, Megan
Bilingual Research Journal, v36 n3 p350-370 2013
This article examines the unique contributions that bilingual and bilingually credentialed teachers make to the instruction of emergent bilinguals in the United States. This mixed methodological study involved 474 teachers in Arizona, California, and Texas, which represent distinct language policy contexts. Results revealed that, irrespective of context, teachers' bilingualism and bilingual certification significantly predicted their reported use of practices that build on students' primary language as well as their prior knowledge and experiences. Given declining numbers of teachers completing bilingual credentials in English-only states, findings suggest that English-only policies are diminishing the supply of teachers with the potential to improve emergent bilinguals' classroom experiences.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona; California; Texas