Wanted and Used: Latina Bilingual Education Teachers at Public Schools

Autor/in	Amos, Yukari Takimoto
Titel	Wanted and Used: Latina Bilingual Education Teachers at Public Schools
Quelle	In: Equity & Excellence in Education, 49 (2016) 1, S.41-56 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2015.1122557
Schlagwörter	Hispanic Americans; Bilingual Teachers; Bilingual Education; Public Schools; Spanish Speaking; Teaching Experience; Critical Theory; Race; Teaching Conditions; Language Skills; Interpersonal Relationship; Collegiality; Professional Isolation; Racial Discrimination; Paraprofessional School Personnel; Longitudinal Studies; Rural Areas; Semi Structured Interviews; Personal Narratives; Alienation + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Bilingual teaching; Bilingualer Unterricht; Public school; Öffentliche Schule; Kritische Theorie; Rasse; Abstammung; Lehrbedingungen; Unterrichtsbedingungen; Language skill; Sprachkompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kollegialität; Racial bias; Rassismus; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rural area; Ländlicher Raum; Erlebniserzählung; Entfremdung
Abstract	In response to the increasing number of Spanish-speaking students at public schools, Spanish-speaking teachers are in demand. In regards to this high demand, how are Latina/o bilingual education teachers treated at school? Using critical race theory's counter-stories, this study investigated the working conditions of two Latina bilingual teachers. The participants' stories reveal that the schools found the participants' language skills to be both financially and instructionally beneficial. However, the participants experienced heavy workloads, which did not offer them the time and opportunity to develop stronger professional networks at school. They began to feel isolated and marginalized from their colleagues. Although eagerly hired by their respective school administrators, it seems that the participants were systematically exploited by the schools for which they worked. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01