2014 NAME CONFERENCE

BILINGUAL TEACHER CANDIDATES SPEAK OF LANGUAGE & IDENTITY:

BECOMING BILINGUAL IN AN ERA OF ENGLISH-ONLY SCHOOLING IN CA

Ana Hernndez, Ed.D.

Annette Daoud, Ph.D.
Anne Ren Elsbree, Ph.D.

Purpose
Analyze the experiences of secondary
education teacher candidates in becoming
bilingual/biliterate during their schooling
years despite the banning of bilingual
education in California public schools
(Proposition 227).
Examine the candidates reasons for wanting
to become bilingual teachers to dismantle
fronteras that marginalize language and
identity.
Understand the stories of those who are
willing to confront obstacles that prevent

CALIFORNIA CONTEXT
CA serves approximately 1.346 million
(21.6%) ELs in public schools
2,685,899 (41.6%) speak a language
other than English in their homes (CDE,
2013).
Although ELs represent 59 language
groups in CA, 84.7% speak Spanish.
59% of secondary school ELs are
considered long-term English learners
(LTELs), meaning they have spent
more than 6 years without reaching
sufficient English proficiency to be
reclassified (Olsen, 2010).
Less than 5% of CA instructional
programs for ELs are bilingual; majority

Proposition 227 (1998)

61% of CA voters
overwhelmingly approved
Proposition 227, an initiative
that eliminated the states
bilingual education programs
and required that all instruction
be conducted in English.

Bilingual Teachers against 227

Ron Unz

LITERATURE REVIEW
US has no official language policy (Gandara et
al., 2010)
Only laws provide ELs the right to acquire English
as a L2
US melting pot system - monolingual approach
to educ.

2nd generation Hispanics only 4% Spanishdominant, down from 72% in the 1st
generation (Pew Hispanic, 2002)
US a graveyard for languages (Rumbaut et
al., 2006)

Language policies shape the core of identity

& determine social, educational & economic

FRAMEWORK:
SOCIOCULTURAL THEORY
Language is a tool which mediates
experiences through social
interactions within a specific cultural
context, which shape our view of the
world, including our view of ourselves.
This socially-mediated, meaningmaking function of language is key to
identity formation.
(Vygotsky, 1986)

METHODOLOGY
Qualitative Research
Measures Bilingual
Authorization Program
Assignments
Reading Reflections

(EDUC 653/654)

Words Were All We Had: Becoming

Bilingual Against The Odds (Reyes, 2011)

History of My Two Languages

(EDUC

653)

Photo Story Narrative

(EDUC 654)

Data Collection 2 semesters

Fall 2013 & Spring 2014

PARTICIPANTS
Seeking the CA Bilingual
Authorization: Spanish
36 Bilingual teacher
candidates
Single Subject Program
(n=9)
Multiple Subject Program
(n=27)

Single Subject
Program
Native Spanish Speakers
(NSS) (n=4), 1 Nicaraguan,
3 Mexicans

Secondary Education Teacher

Candidates
HOW
DID THEY BECOME

BILINGUAL & BILITERATE

DESPITE THE BANNING OF
BILINGUAL EDUCATION?

RECURRING THEMES
Parent Beliefs about Language
Learning
involved in teaching Spanish at home
or demanded English-Only at home

Discrimination in School - NSS

candidates faced difficulties and
marginalization in school
Becoming Bilingual Against Odds NSS candidates exposed to subtractive
bilingualism at school felt it was
important to maintain their
language/culture & become bilingual
teachers.
Bilingual Allies - NES candidates
exposed to additive bilingualism in

NATIVE SPANISH SPEAKERS

- CARLA
Carla recalled how her mother taught her how to
read and write in Spanish at home even though her
schooling was all in English,
Desde pequea mi mam me ense a escribir y a leer en
espaol aunque no lo estudi en la escuela. Me compraba
textos y me haca escribir como si yo estuviera en su clase.
Me acuerdo que mi mam haca que yo leyera con ella en
voz alta para asegurarse que yo estaba pronunciando las
palabras bien. Me daba libros y me haca copiar oraciones
para practicar mi escritura. Cuando entr a la escuela
secundaria ya poda escribir oraciones y prrafos en espaol
por los esfuerzos que hizo mi mam.
Biliteracy - Since I was a little girl my mom taught me how
to write and read in Spanish even though I did not study it in
school. She would buy me books and would make me write
as if I were in her class. I remember my mom would make
me read aloud to make sure I was pronouncing the words

NATIVE SPANISH SPEAKER LAURA

Succeeded in mainstream English math classes
because she knew math, not because she understood
lessons.
Alienated & stigmatized at school - caused her to feel
shame for her cultural identity and language. She
would hear her teachers tell her, If you keep speaking
Spanish, you will never learn English. English only!
At home her parents forbade her to speak Spanish &
demanded she communicated with her brothers only in
English, so she could master the new language quickly
& also provide her parents with exposure to learn
English at home.
Transformation - During her clinical practice, she
identified with her ELD students who shared parallel
experiences with her past. She spoke to them about
her renewed pride of her roots, culture and language,

NATIVE SPANISH SPEAKER OSCAR

We were constantly moving because my parents were
migrant workers. It was very hard for me to adapt to a
different school system, language, and culture. I started
working in the fields picking grapes during the
summer in Coachella, CA in temperatures reaching 110
degrees.
My experience in CA schools was not easy. I did
appreciate and value education, but it was also a
frightening experience. I used to cry, because I was
not able to do my homework. I could not understand
the words on the papers. Learning a new language was
the most difficult part.
Connectedness - I feel this has helped me make a
connection with my ELD students in my clinical
practice. I know for first-hand experience how they feel,
because I was on their shoes once. I tell my students that

NATIVE ENGLISH SPEAKERS

2ND GENERATION LATINOS
Prop 227 instilled uncertainties in parents
beliefs about the language of success &
status in USA.
Some Latino parents quit speaking Spanish
at home to advance their childrens English.
Teacher candidates said that some of their
parents used older siblings to translate
messages into English for younger children in
their families; therefore, breaking down their
means of communication within their own
families.

NATIVE ENGLISH SPEAKER

ALEX - 2ND GENERATION
LATINO
Alex wrote how his Mexican father refused to
speak Spanish at home and insisted in
speaking only English to his family, so his
children could become proficient in the
language and succeed in school.
Alex realized he could not communicate with
his grandparents, so at age 14 he decided to
learn Spanish in HS & continued his studies
in college.
Alex and his wife were expecting their first
child. He promised to raise his children in a
bilingual household.

NATIVE ENGLISH SPEAKER

ALEX - 2ND GENERATION
LATINO
Alex stated,
Empec a estudiar el espaol para que pudiera
hablar con mi familia en Mxico. Despus me di
cuenta que podra ser maestro del espaol y
ensearle el idioma a otros estudiantes. Aunque
mi pap muri hasta tres aos, siento que l est
contento de que puedo hablar el espaol y
ensear en un idioma ms precioso.
Reaffirmation - I began to study Spanish so that
I could speak with my family in Mexico. Later, I
realized that I could become a Spanish teacher
and teach the language to other students.
Although my father passed away three years ago,
I feel he is happy that I can speak Spanish and

NATIVE ENGLISH SPEAKER

KYLE - BILINGUAL
SCHOOLING
Kyle attended dual language education, grades K-8
(additive biling.), parents did not have to sign waiver as
EL parents
Proud of his biliteracy & understood his enriched
experience was unlike that of others who suffered
the injustices of Prop 227.
He fears that his future EL students may somehow
portray him as a privileged & dominant individual.
Kyle explains,
Unos estudiantes pueden verme como parte del dominant White
culture y es mi obligacin de poner los lenguajes al mismo nivel, y
posiblemente darle al espaol ms prestigio que al ingls, porque
el espaol es la lengua materna que los conecta a su cultura.

Advocacy - Some students can see me as part of the

dominant White culture and is my obligation to place both

NATIVE ENGLISH SPEAKER

JAN
Broad exposure to bilingualism all her life (home &
school)
Jan writes,
Aprender el espaol me ha dado otras perspectivas
culturales porque he tenido la oportunidad de conocer a
hispanohablantes de varias culturas. Saber una segunda
lengua tambin me ha ayudado a adquirir ms respecto y
apreciacin por la diversidad de culturas que existen en
nuestro pas. Es muy importante reconocer que cada
estudiante en clase pueda tener un fondo cultural nico y
probablemente diferente al mo.
Diversity - Learning Spanish has given me other cultural
perspectives because I have had the opportunity to meet
people from various Spanish-speaking cultures. Knowing a
second language has also helped me gain more respect and
appreciation for the diversity of cultures that exist in our

Secondary Education Teacher

Candidates
WHAT
WERE THEIR

REASONS FOR WANTING TO

BECOME BILINGUAL
TEACHERS?

REASONS FOR WANTING TO

BECOME BILINGUAL
TEACHERS
Como maestro uno necesita pelear por los derechos de
uno mismo y de nuestros estudiantes a quienes les son
negados servicios que nuestros estudiantes monolinges
si reciben (Oscar, 2014).
As a teacher you need to fight for the rights of self and of
our students who are denied services that our monolingual
students receive.

Como futura maestra creo que es importante concientizar

a nuestra comunidad latina sobre la importancia de
mantener nuestra cultura e idioma, porque creo que si
pierden parte de tu identidad es muy difcil mantener
relaciones entre familia (Carla, 2014).
As a future teacher I think it is important to raise awareness
to our Latin community about the importance of maintaining
our culture and language, because I think if you lose part of
your identity is very difficult to maintain family

REASONS FOR WANTING TO

BECOME BILINGUAL
TEACHERS

Nadie podr jams robarme de mis lenguas ni de mi cultura y

luchar para que en el futuro as lo sea para mis estudiantes.
Ser bilinge es algo que siempre mantendr y har lo posible
para que mis estudiantes logren y mantengan su bilingismo
tambin (Laura, 2014).
No one will ever steal my language or my culture and I will fight so
this becomes the future for my students. Being bilingual is
something I will always maintain and I will do all that is possible so
my students can achieve and maintain their bilingualism.

En mi futura carrera docente, edificar miembros de la

sociedad que no solamente sabrn leer y escribir, pero sern
individuos que lucharn con liderazgo hacia la humildad y la
integridad, siempre siendo fieles a s mismos y sus culturas
(Alex, 2014).
In my future teaching career, I will build members of society that
will not only know how to read and write, but individuals that will
lead with humility and integrity while being true to themselves and
their culture (Alex, 2014).

CALIFORNIA EDUCATION
FOR A GLOBAL ECONOMY
SB 1174
Senator Ricardo Laras new initiative
under California Senate Bill 1174,
This bill would amend and repeal various
provisions of Proposition 227: delete the English
immersion requirement and waiver provisions,
and would instead authorize school districts and
county offices of education to determine the best
language instruction methods and language
acquisition programs to implement by consulting
experts in the field, parents, and engaging local
communities. The bill would authorize parents to
choose the education model that best suits their
child, as provided.
http://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_

IMPLICATIONS

More studies needed to examine the dual

identities of bilingual teacher candidates (TCs)
and how they become bilingual despite
restrictive language policies in USA.
We need to continue promoting dual language
education in K-12 grades for all students.
NSS and NES bilingual TCs have a desire and
strong connection to give back to their
communities and highly indentify with EL
students instructional and emotional needs.

SIGNIFICANCE
NSS stories speak of perseverance regardless of an
erosive educational system that aimed at
dismantling the essence of their identity while
learning English.
NSS TCs found means of preserving & maintaining
both languages & dual identities.
NSS TCs successfully completed a university degree
as 1st gen. graduates in their families, a post
graduate credential prog. & Bilingual Authorization
in Spanish.
NES teacher candidates developed a sense of
transcaring and became allies for bilingual
education.
NSS /NES teacher candidates entering a phase in

School of Education
CA State University San Marcos
Ana M. Hernndez, Ed.D.
Assistant Professor
Multilingual/Multicultural Educ.
ahernand@csusm.edu

Annette Daoud, Ph.D.

Professor
Multilingual/Multicultural Educ.
adaoud@csusm.edu

Anne Ren Elsbree, Ph.D.

Associate Professor
Teaching, Learning &
Leadership
aelsbree@csusm.edu

Pat Stall, Ph.D.

Professor
Secondary Education
pstall@csusm.edu

THANK
YOU