ABSTRACT

Teachers working in middle and high school Dual Immersion (DI) programs (Spanish-English) face unique sets of challenges: linguistic equity between the two languages of instruction, attrition due to high linguistic and academic expectations, and preparing DI students for standardized tests in English. In this article, we reflect on our current experiences both from the teacher preparation perspective and from daily teaching and learning in DI classrooms. From the intersection of our positionalities and lived experiences, we conceptualize the next steps in the preparation of future Dual Immersion (Spanish-English) secondary teachers. In doing so, we outline the specific skills middle and high school DI teachers must have in order to build effective practices around three key areas for Dual Immersion instruction: Bilingualism and Biliteracy, Student Achievement, and Socio-Cultural Competence. We argue that in order to guarantee the success and high quality of DI programs in middle and high school, Teacher Preparation Programs and School Districts should work together now developing a comprehensive and intentional preparation and support for middle and high school DI teachers and administrators working in these school sites.

摘要

从事初中和高中双元沉浸式 (DI) 课程（西班牙语-英语）的教师面临着一系列独特的挑战：两种教学语言之间的语言公平、由于高语言和学术期望而导致的人员流失，以及为 DI 学生准备标准化考试英语。在这篇文章中，我们从教师准备的角度和DI课堂的日常教学中反思了我们目前的经验。根据我们的立场和生活经验的交叉点，我们概念化了未来双沉浸式（西班牙语-英语）中学教师准备的下一步。在此过程中，我们概述了中学和高中 DI 教师必须具备的具体技能，以便围绕双语沉浸式教学的三个关键领域建立有效的实践：双语和双语、学生成就和社会文化能力。我们认为，为了保证初中和高中 DI 项目的成功和高质量，教师准备项目和学区现在应该共同努力，为初中和高中 DI 教师和管理人员提供全面、有目的的准备和支持。这些学校网站。