Bilingual Teacher Educators as Language Policy Agents: A Critical Language Policy Perspective of the Castañeda v. Pickard Case and the Bilingual Teacher Shortage

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  • Author(s): Hernández, Sera J. (ORCID Hernández, Sera J. (ORCID 0000-0003-1748-1202); Alfaro, Cristina (ORCID Alfaro, Cristina (ORCID 0000-0003-2132-3637); Martell, Melissa A. Navarro (ORCID Martell, Melissa A. Navarro (ORCID 0000-0002-8711-2165)
  • Language:
    English
  • Source:
    Language Policy. Sep 2022 21(3):381-403.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Evaluative
  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      23
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Bilingual Teachers; Teacher Educators; Educational Policy; Change Agents; Teacher Shortage; Second Language Learning
    • Subject Terms:
      California
    • Accession Number:
      10.1007/s10993-021-09607-y
    • ISSN:
      1568-4555
      1573-1863
    • Abstract:
      Drawing on decades of lessons from a Bilingual Teacher Education Program (BTEP) in California that has persevered both restrictive and additive federal and state educational language policies, this manuscript provides an ethnographic snapshot of how this BTEP has strategically navigated through and around anti-immigrant ideologies and policies to survive incessant attacks on bilingual education and educational equity for multilingual learners. Utilizing a critical language policy framework, the authors analyze how the Castañeda v. Pickard case and other educational language policies shape the work of bilingual teacher educators as language policy agents. They rely on autoethnographic accounts to illustrate how they navigate the complex relationship between policy and practice and offer a critical analysis of the bilingual teacher shortage. The authors propose that developing critically conscious bilingual educators with ideological clarity may mitigate this larger systemic issue.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1346588