ROLE OF SPANISH DEPARTMENTS IN DUAL LANGUAGE �TEACHER PREPARATION
DEFINING DUAL LANGUAGE EDUCATION
Guiding Principles for Dual Language Education (Howard et al., 2007)
“any program that provides literacy and content instruction to all students through two languages and that promotes bilingualism and biliteracy, grade-level academic achievement, and sociocultural competence” (pg. 3)
Dual Language (DL) Programs��American Council for International Education �(2021) �
44/50 states offer� K-12 DL programs
3,600+ DL programs
80% English with Spanish
#1 CALIFORNIA�#2 TEXAS�#3 NEW YORK�#4 UTAH�#5 N. CAROLINA
21% of the U.S. student population speaks Spanish at home
13% of K-12 teachers speak Spanish
Century Foundation, 2023
Teacher-Student Language Ratios
GAPS IN DL�TEACHER EDUCATION IN ARIZONA
��Arizona Prop. 203 (2000)�Denies DL Access to ELLS��
Senate Bill 1014 (2019)�Modest Gains in Access
Consequences of DL Education Bans
Lack of pre-service teacher exposure to academic registers of Spanish
(García, 2019; Hernández & Alfaro, 2020)
Scoring the equivalent of fourth-semester skill level on an entrance or placement examination administered by The University of Arizona. |
Completion of a two-course sequence beyond the second semester of post-secondary language instruction. |
Completion with a C or higher of a 300- or 400-level language course at the post-secondary level. |
Completion of one course beyond the third semester in combination with an AP (Advanced Placement) score, IB (International Baccalaureate) score or a CLEP (College Level Entrance Program) score determined by the individual language department. |
A minimum of one semester study abroad in a language program approved by the appropriate language department |
https://www.arizona.edu/degree-search/majors/elementary-education-bilingual-emphasis
Fourth-semester skill level in a second language is required. B.A. degree students may fulfill this requirement with one of the following options:
CURRENT RESEARCH�
Dual Language Teachers�Tucson, Arizona
“Argumentamos que la enseñanza del español para maestros bilingües minorizados no puede desarrollarse en el marco de propósitos generales de instrucción de lenguas”.
“Se requiere un enfoque particular...su posición subalterna exige una educación lingüística crítica a través de la cual los maestros logren empoderarse”.
(Zavala y García, 2025, p. 452)
Theoretical Framework
Research Methods
Qualitative Research w/ Phenomenological Approach
Survey and interviews to explore, describe, and understand participants’ lived experiences
TUSD Dual Language Programs (14)�TUSD1.org/two-way-dual-language-program
Elementary | Bloom, Davis, Grijalva, Mission View, Van Buskirk, White |
K-8 | Hollinger, Roskruge, McCorkle |
Middle School | Magee, Pistor |
High School | Pueblo, Saguaro (26-27) |
RESEARCH QUESTIONS
1) How can Spanish departments support pre-service bilingual teachers?
2) What were DL teachers’ experiences with Spanish courses?
3) What content would current DL teachers include in a Spanish for Teachers course?
30 DL TEACHER�PARTICIPANTS
Table 1: Ethnic & Linguistic Background
Ethnic Background | Hispanic 90% (27) | White (Non-Hispanic) 7% (2) | Other 3% (1) |
Language Acquisition | Parents 87% (26) | Grandparents 7% (2) | School 7% (2) |
Language Identity | Native 80% (24) | Heritage 13% (4) | Language Learner 7% (2)
|
Age Range | 50+ years 50% (18) | 30-49 years 13% (4) | 21-29 years 27% (8) |
Participant Profiles
� Academic Background� (Higher Education)
University | University of Arizona 65% (17) | Other
19% (5) | Northern Arizona University 15% (4)
|
|
Academic Major | Education 77% (20) | Other 12% (3) | Sciences 7% (2) | Language/ Cultures 4% (1)
|
Spanish Courses Completed
| Five or more 46% (12) | Four 23% (6) | Two-Three 19% (5) | Zero 12% (3) |
Survey Analysis
Experience with Spanish Courses
What did you learn in undergraduate Spanish courses?
They [Spanish classes] were hilarious…no sé qué aprendí. No me acuerdo de que haiga aprendido absolutamente nada. Nos ponían a leer y talk. One of my Spanish classes, that’s the one that helped me a lot. Nos mandaron a México [al otro lado de la frontera en Yuma] con otra maestra de español. (Maestra 4)
What did you learn in undergraduate Spanish courses?
I tested out of most of them. The classes weren’t necessarily helpful for my degree. [I needed courses focused on] Learning the structure of the words, how to form sentences, learning the syllables.. (Maestra 2)
What did you learn in undergraduate Spanish courses?
I remember something called like Children’s literature. We met twice a week, and every time we met, we had to have a 3-5 page essay. That was a really good class for me because that was where probably I was least comfortable in my Spanish. It was how to articulate your ideas in a different language and…reading so much. It kicked my butt for sure. In a good way.
MOST HELPFUL SPANISH COURSES
COURSE DESIGN �RECOMMENDATIONS
Spanish Language Cohort�(Senior year)
[In my cohort] The classes we took were all in English. If there was a class already for Spanish math for elementary that would have been easier. Within our cohort we had to make lesson plans in English and then translate them to Spanish. The teacher didn’t speak Spanish. (Maestra 2)
Learn to Teach Reading
“Teaching how to read [in Spanish]. I didn’t learn the structure of how to teach a kid how to write a sentence or how to read.” (Maestro 2)
Writing Formal Letters
“Practice sending letters home in Spanish. Being able to translate the letters. If I translate them, I always have to tweak them because something is always off.”
(Maestro 4)
Content-Specific Vocabulary
“Math concepts are easy, but vocabulary isn’t always there. I didn’t know what to call it in front of the class: vínculo, marco de diez, manipulatives, contadoras, barras de diez.”
(Maestra 3)
Desired Focus of Spanish for Teachers Course
74% content instruction (e.g. math, science, history)
68% writing and composition
68% grammar
Action Items for Spanish Departments
Incorporate community language research in graduate courses (SPAN 696D).
Forefront interpersonal communication skills
(phone calls, parent-teacher conference, etc.)
Professionalize written assignments� (Formal letters, Event Flyers, etc.)
Create academic agreements w/ school districts
Introduce concepts in applied linguistics, translation, and interpretation
THANK YOU�
Carmen King Ramírez, Ph.D.
University of Arizona
Carmenking@arizona.edu