Abstract
In this chapter, the authors describe two case studies of bilingual teacher preparation programs in United States (US) public universities. The cases were purposefully selected from phone interviews of program directors conducted during a content analysis study of website materials and faculty job postings (Johannessen, Thorsos, & Dickinson, 2016). Both cases come from areas where bilingual teachers are in short supply. One of the cases illustrates challenges of a small struggling program lacking institutional support program. The other illustrates a thriving program in an institution that embraces bilingualism. The contrast provides insights into the diversity of support for and inclusion of bilingual education programs in the US. Our findings suggest the need for further research on the implementation of bilingual teacher education for Spanish-Speaking students, and by extension of other LM groups.
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Johannessen, B.G.G., Thorsos, N.J., Dickinson, G. (2019). Politics and Policies Affecting Bilingual Teacher Preparation Practices in United States: A Tale of Two Programs. In: Johannessen, B. (eds) Bilingualism and Bilingual Education: Politics, Policies and Practices in a Globalized Society . Springer, Cham. https://doi.org/10.1007/978-3-030-05496-0_6
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