ABSTRACT

Currently, there is limited research examining the barriers that immigrant professionals experience when becoming a bilingual teacher in the United States. This study examines the trajectory of a Mexican national, trained as a teacher in his home country, who became a bilingual dual-language educator in a Central Texas school district. Drawing on a critical pedagogy framework and a series of narrative life history interviews, we explore how this teacher’s personal and professional experiences in Mexico and then in the United States—particularly in the professional communities of a master’s degree program and a language revitalization Saturday school—helped him (co)construct a strong cultural and linguistic identity. We track how these experiences further impacted his desire to expand his sphere of influence and work toward transformative change for fellow teachers. We conclude with implications for teaching, leadership, identity construction, and teacher preparation.

摘要

当前，很少有研究调查移民专业人员在美国成为双语老师时遇到的障碍。这项研究考察了在自己的祖国接受过教师培训的墨西哥国民的发展轨迹，他在得克萨斯州中部学区成为双语双语教育者。利用重要的教学法框架和一系列叙述性的生活史访谈，我们探索了这位老师在墨西哥，然后在美国，尤其是在硕士学位课程和语言振兴星期六学校的专业社区中的个人和专业经历，帮助他（共同）建立了强大的文化和语言特征。我们跟踪这些经历如何进一步影响了他扩大自己的影响范围并努力为其他教师带来变革的愿望。我们的结论对教学，领导才能，身份建构和教师准备具有重要意义。