Ellen Riojas Clark

Language and culture: Critical components of multicultural teacher education

This article identifies components of a course on multiculturalism in teacher education. The course proposes four stages of awareness: ethnic identity exploration; development of knowledge in language and literacy acquisition; refinement of a repertoire for cultural ways of teaching and learning; and selection of a teaching style. A variety of readings and activities for teacher education are proposed.

Narrowing the Pipeline for Ethnic Minority Teachers: Standards and High-Stakes Testing

Promoters of quality teaching believe that one form of accountability is standards and standardized assessment. This has led to high-stakes testing for students, incipient teachers, and teachers. Policymakers, like George Bush, who has publicly stated that it is racist not to test (Bush, 2001), have a misguided, misinformed, and misplaced belief in the value of competency testing. They are often unaware of the conflict, pain, and struggles faced by students who demonstrate tremendous potential in the pursuit of their teaching credentials. The following vignette helps us humanize the aftereffects of shortsighted policy decisions:

Acculturation Among Latino Bilingual Education Teacher Candidates: Implications for Teacher Preparation Institutions

This study examined acculturation among Latino bilingual education teacher candidates to identify psychosocial distinctions among 3 identified groups: 1st-generation college students, 2nd-generation paraprofessionals, and immigrant normalistas (normal school foreign-trained teachers). Using acculturation scales, we observed overall group and between-group differences. Post hoc group differences showed variations for groups toward affiliation, individual and collective agency, and family values. Explored are implications for teacher preparation programs as well as important considerations for the recruitment and preparation of diverse Spanish- and non-Spanish-speaking Latinos.

Using Cultural Tools to Develop Scientific Literacy of Young Mexican American Preschoolers.

Building on the home cultural practices related to science can facilitate scientific literacy development of preschoolers. Using a sociocognitive and sociocultural approach and funds of knowledge as a theoretical framework, this article describes how Mexican American parents and young children identified the science concepts and knowledge learned from common activities found in their homes through the Family Institute for Early Literacy Development. Science skills and concepts were found in many activities related to Mexican American cultural practices such as gardening, cooking and home remedies. Parents were informed of the type of scientific readiness knowledge that schools expect children to bring from home, and in turn parents were able to explain to their children those concepts during the institute and at home. The success of the institute is founded on the opportunity given to parents to understand and implement school expectations for their young children.

Measuring the Psychosocial Characteristics of Teacher Candidates Through the Academic Self-Identity: Self-Observation Yearly (ASI SOY) Inventory

This study contends that multiple psychosocial factors mediate students’ pursuit of the teaching profession, including beliefs, ethnic identity, acculturation, efficacy, and motivation. Despite the myriad literature addressing teacher characteristics, less is known about how these factors influence the academic or personal development of teacher candidates preparing to teach in diverse classrooms. The authors examined the psychometric properties of the Academic Self-Identity: Self-Observation Yearly (ASI SOY), specifically developed to measure teacher candidates’ psychosocial characteristics. A total of 670 ASI SOY inventories were collected from teacher candidates attending a Hispanic-serving institution. It was found that the ASI SOY is reliable and valid for measuring four out of five proposed constructs. ASI SOY may be useful in identifying the academic, personal, and professional development characteristics of teacher candidates.

You Can’t Have a Rainbow Without a Tormenta: A Description of an IHE’s Response to a Community Need for a Dual-Language School

Abstract Schools, with an ever-increasing presence of language minority students, are now compelled to critically analyze the programs and the practices in which they engage their students for academic achievement. This manuscript presents a case study2 in which a school and a university worked together in a restructuring process to create a community of learners. The implementation of a two- way bilingual model at Tormenta Elementary School was the main mechanism that drove the restructuring process in both settings. The findings may assist universities in realizing their crucial roles as catalysts for change and as learners in and with the community.

Instructional Snapshots (IS) in Mexico: Pre-Service Bilingual Teachers Take Pictures of Classroom Practices

Abstract It is often said that a picture is worth a thousand words. Snapshots not only capture the moment, but also provide an everlasting impression. Likewise, instructional snapshots can provide the preservice teacher-trainee with a glimpse of instructional and pedagogical strategies employed by teachers. If the intent is to improve instructional practices, teacher performance must be viewed within different contexts. The primary goal of a retreat held in Monterrey, Nuevo Leon, Mexico, was to provide pre-service teachers with an opportunity to gather observational data of Mexican students and teachers in educational settings. Because of demographic changes and teachers’ lack of educational experiences with immigrant LEP children, bilingual teachers are faced with instructional challenges. It was hoped that these observations would provide the pre-service teacher with a better understanding of these learning needs. The purpose of this article is to provide a brief account of impressions gathered through ...

Training Bilingual Teachers: A Look at the Title Vii Graduate in the Field

A follow-up survey of 71 graduates from a Title VII Bilingual Education training project was conducted during the fifth year of operation. Issues addressed by the survey include level of implementation of bilingual methodology, perceived areas of strength and weakness, and attitudes toward bilingual education. Findings generally support the effect of the emphasis placed by the project on extra-curricular training activities, such as participation in field experiences, cultural events, and special seminars. Perceived areas of weakness included math and science methods. Overall, extrainees maintained strong positive attitudes toward bilingual education despite a certain amount of adversity encountered in the field.