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.
S3/E21: Advice for EL Students, Teachers, and More with Take the Pledge Scholarship Winner Paola Martinez
S3/E20: The Power and Beauty of Pronouncing Students' Names Correctly with N'Jameh Camara
S3/E19: Dyslexia and English Learners with Dr. Kelli Sandman-Hurley
S3/E18: The Evolving Role of EL Teachers with Michelle Benegas
S3/E17: Educational Equity for Multilingual Learners with Dr. Yue Vang of St. Paul Schools
S3/E16: The Collective Responsibility of Educating English Learners with Kristina Robertson of Roseville Public Schools
S3/E15: New Approaches to Family Engagement with Laura Gardner
S3/E14: Key ESSA Updates with David Holbrook
S3/E13: Understanding the Civil Rights of English Learners with Dr. Ayanna Cooper
S3/E10: A Conceptual Framework for EL Program Management and Instruction with Adam Howard
S3/E9: Profiling the English Learner Experience with Take the Pledge Scholarship Winner Camila Garcia.
S3/E8: Examining Teacher Assessments as Barriers for EL Educators with Dr. Emery Petchauer
S3/E7: Preparing Teachers to Work With Multilingual Learners With Sera Hernandez, Part 2
S3/E05: English Learners and Advanced STEM Courses with Dr. Stephen Fleenor
S3/E04: Run Schools Like Disney: Equitable Educational Opportunities for All Students with Lynmara Colón
S3/E03: EL Shadowing as a Catalyst for Change with Dr. Ivannia Soto
S3/E02: From Cuba to Dartmouth (via Miami) with Ellevation Scholarship Winner Melany Quintero
S3/E01: Using QSSSA to Enhance Classroom Conversations with John Seidlitz
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