ERIC Number: EJ1047786
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 24
Latina Early Childhood Teachers Negotiating Language Policies "en La Frontera"
Valdez, Verónica E.
Bilingual Research Journal, v37 n3 p223-236 2014
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.
Descriptors: Preschool Teachers, Educational Experience, English (Second Language), Second Language Learning, Language Skills, Spanish, Language Usage, Teacher Education, Faculty Development, Language of Instruction, Case Studies, Hispanic Americans, Language Attitudes, Bilingual Teachers, Teaching Methods, Native Language, Qualitative Research, Interviews, Observation
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Texas
IES Funded: Yes