"Cultivamos una Rosa Blanca": The Growth of Bilingual Teachers & a Dual Language School

Autor/inn/en	Hones, Donald; Cendejas Ruiz, Alma; Aguilar, Nancy; Lopez Lara, Alma; Wenzel, Lilian
Titel	"Cultivamos una Rosa Blanca": The Growth of Bilingual Teachers & a Dual Language School
Quelle	In: Multicultural Education, 29 (2022) 1-2, S.2-14 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Bilingual Teachers; Bilingual Schools; English (Second Language); Second Language Learning; Second Language Instruction; Language Fluency; Spanish; School Districts; Biculturalism; Teacher Supply and Demand; Teacher Attitudes; Personal Narratives; Immigration; Parent School Relationship; School Community Relationship; Immigrants; Teacher Effectiveness; Charter Schools; Teacher Role; Wisconsin + Suchen Sie Ihr Suchwort? Bilingual scholl; Bilinguale Schule; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Spanisch; School district; Schulbezirk; Bikulturalität; Lehrerbedarf; Lehrerverhalten; Erlebniserzählung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Immigrant; Immigrantin; Immigranten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Charter school; Charter-Schule; Lehrerrolle
Abstract	This article explores the fundamental role of teachers' lives as they work to create and maintain a small dual-language school. The Appleton Bilingual School (ABS) is chartered by the Appleton Area School District in northeast Wisconsin. ABS was established with the support of city and school district officials and has maintained that support throughout its 11 years of existence. Moreover, ABS has assembled a staff of bilingual and bicultural teachers who, in their majority, have Spanish as their first language. This provides an additional authenticity to the school's goal of preparing children who are fluent and literate in English and Spanish. The growth of dual-language schools and programs across the United States follows the proven success of the model for English learners (ELs) as well as for native English speakers mastering another language. Bilingual teachers are in high demand. They are also asked to perform a variety of roles in addition to instructing a class. Through interviews and narrative portraits of four teachers at the school, the authors seek to share how life experiences that include immigration, adapting to new languages, new cultures, and new educational systems have created these teachers committed to educating the whole child and engaging with parents and community. Themes raised by the teachers in their portraits are examined with the goal of finding ways for administrators, policy makers, and others to better support bilingual individuals who would share their cultural and linguistic support with the next generation of students. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01