[lg policy] Who is Qualified to Teach in a Bilingual Program?

[Harold Schiffman]

Who is Qualified to Teach in a Bilingual Program?

by multilingualmania on April 17, 2010

in Bilingual Ed 101

One of the followers on our facebook page, Angelica, recently asked
the following question:

What is the difference between teaching in dual language immersion and
regular bilingual ed? Honestly, are all bilingual educators who hold a
bilingual credential qualified to teach in Dual language education?
Just wondering.

Dear Angelica,

Thank you for asking such an important and complex question. There are
a variety of bilingual program models that can be categorized under
the umbrella of bilingual education. Such program models can be Dual
Immersion, early-exit transitional bilingual, late-exit transitional
bilingual, immersion education (as in the Canadian immersion type of
program where students are taught two languages such as French and
English), and many other instructional models.

I am assuming that when you say “regular bilingual ed”, you are
referring to the typical early-exit transitional bilingual education
program where students are provided instruction in Spanish, or another
minority language, for a few years and are then subsequently
transitioned into instruction that takes place all in English. The
main aim of transitional bilingual education programs is proficiency
and monolingualism in English, and students are only provided enough
instruction in their primary language until they are proficient enough
to receive instruction exclusively in English.

Dual Immersion, or dual language immersion, is different than the
transitional bilingual education program. The main goals of Dual
Immersion programs are bilingualism, academic proficiency in both
languages, and cross-cultural competence. An additional difference is
also that native English-speakers are also present in the Dual
language immersion classroom in order to achieve bilingualism,
biliteracy and cross-cultural competence.  In Dual Immersion programs,
students continue to maintain and preserve their primary language as
they learn a second language throughout elementary school and
hopefully into middle school and high school.

In both types of bilingual education programs, teachers should be
highly proficient in English and Spanish, or other languages that are
taught in the particular program. They also should be highly skilled
in second language acquisition as well as instructional strategies
that are designed to promote second language acquisition. In addition,
teachers in both programs should have a firm understanding of their
particular bilingual education program model design as well as a sound
theoretical understanding of literacy and biliteracy development.

Due to the presence of native English-speaking children in the
program, it’s imperative that Dual Immersion teachers are also highly
skilled in scaffolding instruction in Spanish, or another minority
language, depending on the program. Dual Immersion teachers also
require an advanced level of cultural competence and must be highly
proficient in working with parents and students of various racial,
ethnic, cultural and linguistic groups.

The possession of a bilingual teaching authorization (e.g., a BCLAD
credential in California) does NOT necessarily mean that a teacher is
qualified to teach in either a transitional bilingual education or a
Dual Immersion program. A bilingual teaching authorization does not
signify that teachers are prepared for the knowledge and skill that is
required of bilingual educators regarding biliteracy development,
second language acquisition, and cross-cultural competence–much in the
same way that an ESL or CLAD teaching authorization does not signify
that a teacher is highly competent in teaching English Language
Development in an English classroom.

Having taught in a transitional bilingual education program does NOT
qualify most teachers to teach in a Dual Immersion setting, either.
Transitional bilingual education teachers are often exposed to only
one linguistic group, such as having all native Spanish-speakers, and
are typically not accustomed to working with parents of various
cultural and linguistic groups. Transitional bilingual education
teachers also often take for granted that their students understand
everything that is said when teaching in Spanish, and are unaccustomed
to having second language learners in the classroom during Spanish
instruction.

It is my philosophy that teachers in both transitional bilingual
education programs and Dual Immersion settings should have the same
levels of expertise regarding second language acquisition and
biliteracy development, with Dual Immersion educators having a more
nuanced ability of cross-cultural competence. Unfortunately, this is
not the case because many transitional bilingual education programs
are often viewed politically as remedial programs and therefore
teachers are not provided the staff development and resources needed
that is the same caliber of many Dual Immersion programs. Similarly,
many Dual Immersion educators also unfortunately lack the
cross-cultural awareness and understanding that is required to work
with diverse students and parents.

For additional information on the critical components of quality
bilingual education programs, you might find the following posts to be
helpful:

Critical Components of Effective Bilingual Programs

A Parent’s Guide to the Critical Components of Effective Bilingual Programs

I hope this answered your question! If not, please feel free to ask
additional questions!!

Take care,

Melanie

-- http://www.blogcatalog.com/blog/multilingual-mania/68df8fa2396b73800f89706a85a2f3f5
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