Abstract Although Dual Language Immersion Education is growing in popularity in the United States, staffing these programs represents one of the greatest challenges for school administrators. Ironically, this is the case even for Spanish-English Dual Language Immersion programs despite the fact that the United States has the second highest number of Spanish speakers of any country in the world. What barriers hinder Spanish-English Dual Language Immersion schools from filling their teaching positions? This exploratory article suggests that native-speakerism may be part of the problem. Drawing on literature from the field of English Language Teaching, this article goes further to suggest that notions of who is the ideal Dual Language teacher, unless carefully considered, may exacerbate the linguistic marginalization of U.S.-born Latinxs, a group whose Spanish-speaking abilities are too often stigmatized.

中文翻译：

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母语是否会影响“双语言浸入式”老师的短缺？

摘要尽管双语言浸入式教育在美国越来越受欢迎，但为这些计划配备人员是学校管理员面临的最大挑战之一。具有讽刺意味的是，即使美国在世界上任何国家的西班牙语使用者数量第二高的情况下，即使是西班牙语-英语双重语言沉浸程序也是如此。哪些障碍阻碍了西班牙语-英语双重语言沉浸式学校的教学工作？这篇探索性文章建议说母语可能是问题的一部分。本文借鉴了英语教学领域的文献资料，进一步指出，除非经过仔细考虑，否则谁是理想的双语老师的观念可能会加剧美国出生的拉丁裔的语言边缘化，