ABSTRACT

This is a case study of supplementary support sessions for Spanish proficiency offered in a bilingual teacher preparation program in Texas throughout an academic year. The support sessions were created to assist pre-service bilingual teachers in further developing their command of Spanish through extra practice, feedback, and test preparation in Spanish. The tutorial sessions stimulated pre-service bilingual teachers to make sense of their own bilingualism in connection to their emergent professional identity, as well as their perceptions of their own preparation/preparedness to teach bilingually. The case study analyzes the effectiveness of the support sessions as evidenced in written and oral samples excerpted from the recorded sessions. This research calls for rethinking how bilingual teacher preparation programs can provide explicit and systematic language support to meet the needs of bilingual educators preparing for their future professional practice.

摘要

这是整个学年在得克萨斯州双语教师预备计划中提供的西班牙语能力补充支持会议的案例研究。创建支持会议的目的是，通过在西班牙语中进行额外的练习，反馈和考试准备，来帮助职前双语教师进一步发展其西班牙语水平。辅导课程激发了职前双语教师在自己新兴的专业身份以及自己对双语教学的准备/准备方面的认识，从而认识了自己的双语能力。案例研究从记录的会议摘录的书面和口头样本中分析了支持会议的有效性。