Is Native-Speakerism Impacting the Dual Language Immersion Teacher Shortage?

Autor/in	Amanti, Cathy
Titel	Is Native-Speakerism Impacting the Dual Language Immersion Teacher Shortage?
Quelle	In: Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 38 (2019) 6, S.675-686 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0167-8507
DOI	10.1515/multi-2018-0011
Schlagwörter	Native Speakers; Bilingual Education; Immersion Programs; English (Second Language); Second Language Learning; Second Language Instruction; Spanish; Bilingual Teachers; Teacher Shortage; Barriers; Teacher Characteristics; Hispanic Americans; Spanish Speaking; Language Variation; Social Bias; Language Teachers; Teacher Education + Suchen Sie Ihr Suchwort? Muttersprachler; Bilingual teaching; Bilingualer Unterricht; Immersionsprogramm; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Spanisch; Lehrermangel; Hispanic; Hispanoamerikaner; Sprachenvielfalt; Language teacher; Sprachunterricht; Lehrerausbildung; Lehrerbildung
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. (As Provided).
Anmerkungen	De Gruyter Mouton. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01