What has changed in bilingual teacher education over the last 5-10 years and how have those changes affected the field? How have policy changes and initiatives like the Seal of Biliteracy affected dual language programs and bilingual education? What are some of the most effective ways of preparing preservice and inservice teachers to work with dual language and English language learners? We discuss these questions and much more in part 1 of a 2 part series with Dr. Sera Hernandez, Assistant Professor of Dual Language and English Learner Education at San Diego State University.
Dr. Hernandez earned her Ph.D. from UC Berkeley’s Graduate School of Education with a degree in Language, Literacy, and Culture. With an interdisciplinary academic background, her research bridges the fields of educational linguistics and the anthropology of education to examine the sociocultural, linguistic and political contexts surrounding educational language policies and bilingualism and biliteracy practices in the U.S. and abroad. Her research focuses on the impact of state and federal language and education policies on language and literacy practices in Spanish and English in schools, homes, and communities across California, the U.S. and internationally. Her work strives to better understand the language and literacy development of emergent bilinguals (i.e., DLLs, ELLs) starting in early childhood and specifically how educational language policies and program models facilitate or undermine language learners’ access to equitable schooling experiences. Her research and teaching also involve multiple international programs that examine equity issues around language policies and teacher education, namely in Mexico, the Republic of Palau, and Switzerland. Dr. Hernandez has worked in public K-12 schools and universities for 20 years and has facilitated trainings for over 1,500 teachers and administrators across the U.S. in the OCDE Project GLAD (Guided Language Acquisition Design) model. She is currently a lead trainer for the California Association for Bilingual Education’s Binational Project GLAD model which works with bilingual educators on both sides of the border to foster and build collaborative binational relationships and better schooling experiences for binational students in the U.S. and Mexico as they become bilingual, biliterate, and bicultural.
S2/E20: Collaborating with Content Teachers: Co-Planning and Co-Teaching with Tan Huynh
S2/E19: Grow Your Own Programs for Bilingual Teachers with Amaya Garcia and Alexandra Manuel
S2/E18: The Impact of Principals on EL Programs With Professors Madeline Mavrogordato and Rachel White
S2/E17: The Seal of Biliteracy in Washington State - Equity, Access, and Implementation with Angela Davila and Patty Finnegan
S2/E16: Collaboration Between EL and Foreign Language (LOTE) Teachers With Anna Matis (Part 2)
S2/E15: Collaboration Between EL and Foreign Language (LOTE) Teachers With Anna Matis (Part 1)
S2/E14: Eddie Williams and The Newcomers: Profile of an EL Teacher (Part 2)
S2/E13: Eddie Williams and The Newcomers: Profile of an EL Teacher (Part 1 of 2)
S2/E12: Reading and Writing, Motivation, Family Engagement and More with Larry Ferlazzo
S2/E11: Deeper Learning for All: A Leadership Perspective with Dr. Carmen Coleman
S2/E10: The Workshop Model for Reading and Writing with Valentina Gonzalez
S2/E9: The Latest on Dual Language Programs with Conor Williams
S2/E8: District Teams For Effective Family Engagement With Cabarrus County, NC
S2/E6: Seal of Biliteracy: Past, Present, and Future With Martha Hernandez (Part 2)
S2/E5: The Seal of Biliteracy: Past, Present, and Future
S2/E4: Understanding Interpreting in Schools and Community Institutions With Michelle Gallagher
S2/E3: Leadership to Support Equity and Advocacy for All Students - Dr. Terri Bresnahan
S2/E2: Building Relationships With Immigrant Communities Through Local Cultural Immersion with Laura Gardner
S2/E1: Meaningful Academic Conversations With Jeff Zwiers
Season 1 Finale: Reflecting and Looking Ahead
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