CoChat
Sign Up
Cited by 27Multilingual Education and PolicySecond Language Learning and TeachingTeacher Education and Leadership Studies

Naming and confronting the challenges of bilingual teacher preparation: A dilemma for dual language education in California – lessons learned

Hernández, Ana M., Alfaro, Cristina·2020·NABE Journal of Research and Practice
DOI 10.1080/26390043.2019.1653053
Open this paper in CoChat — free account

Abstract

At a time when Dual Language programs are growing exponentially, educators’ conversations revolve around the challenges to identify, name, and confront the pressing issues in effective preparation and continued professional development for bilingual teachers. Currently, the preparation for candidates varies across university programs despite state and national academic standards for the profession. Differences and emphasis in curriculum, field experiences, and state certification provide a myriad of program alternatives. However, one common thread amongst teacher preparation programs is the wide diversity in the candidates’ bilingual competencies. This research examines the multi-dimensional aspects of bilingual teacher preparation slated to meet the demands of dual language programs. The importance of this research is not only to identify and name the current challenges in preparing highly qualified bilingual teacher candidates in California, but to also discuss implications and recommendations in the careful preparation of culturally and linguistically competent teachers and the faculty that prepare them.

Integrity signals

Registry

Crossref · 10.1080/26390043.2019.1653053

Cites

24 of 24 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Hernández and Alfaro (2020) identified 25 distinct linguistic typologies of bilingual preservice teachers across two universities due to varied experiences in PreK-12 schooling, spoken languages at home, learning in monolingual settings, lacking access to bilingual programs, and personal investments in the development of their linguistic abilities.

    “Hernández and Alfaro (2020) identified 25 distinct linguistic typologies of bilingual preservice teachers across two universities due to varied experiences in PreK-12 schooling, spoken languages at home, learning in monolingual settings, lacking access to bilingual programs, and personal investments in the development of their linguistic abilities.”

    From Relating preservice teacher's bilingual teaching self‐efficacy to lesson differentiation practices for multilingual learners (2025) · cites this paper as Hernández and Alfaro (2020)

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Related

Authors
Hernández, A. M., & Alfaro, C.
Affiliations
  • California State University San Marcos
  • San Diego State University (US)
Corresponding author
Alfaro, Cristina
ORCID
Venue
NABE Journal of Research and Practice
Publisher
Informa UK Limited
Published
2019-11-12
Volume
10
Issue
2
Pages
31-46
ISSN
  • 2639-0035 (ISSN-L)
  • 2639-0043
DOI
10.1080/26390043.2019.1653053
OpenAlex
W2987061526
Cited by
27
References
24
Citations by year
2025: 2 · 2024: 2 · 2023: 17 · 2022: 5 · 2020: 1
FWCI
5.42
Type
journal article
Language
en
Open access
closed
Locations
NABE Journal of Research and Practice (publishedVersion)
Topics
  • Social Sciences › Linguistics and Language › Multilingual Education and Policy
  • Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
  • Social Sciences › Education › Teacher Education and Leadership Studies
Keywords
bilingual teacher preparation, dual language education, teacher education curriculum, teacher professional development, teacher certification, practicum, California

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review