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Current Conditions of Bilingual Teacher Preparation Programs in Public Universities in USA

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This study addresses public universities’ policies and practices in the USA (United States of America) with a focus on public bilingual teacher preparation in Spanish-English programs (initial credential licensure and Masters of Education programs with, or without, endorsements). We questioned: “What do bilingual programs look like in public universities across the USA and particularly for the Spanish-speaking population?” With this purpose, we examined 78 bilingual programs in six states with high numbers of Spanish-speaking populations. We searched Websites and bilingual faculty postings, as well as randomly selected fifteen programs for phone interviews. The findings revealed inconsistencies in the implementation of bilingual teacher preparation programs in USA public universities and highlighted the need for further research on bilingual teacher preparation.
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Keywords: bilingual; policies; programs; teacher preparation

Document Type: Research Article

Publication date: September 1, 2016

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  • Education and Society provides a forum, where teachers and scholars throughout the world, are able to evaluate current issues and problems in education and society from a balanced and comparative social, cultural and economic perspective.

    Education and Society, a fully refereed journal, is used by teachers, academics, research scholars, educational administrators and graduate students.
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