In this chapter, we describe the experiences and findings from a five-year research project that employed an innovative approach to higher education pedagogy to teach 63 bilingual preservice students how to provide research-based, constructivist-oriented additive pedagogy to emergent bilinguals. Analysis of data from journals and focus group discussions suggest the development of the critical stance necessary for the development of an additive approach needed for the optimal development of emergent bilinguals. Although the study is limited to the specific context of South Texas US–Mexico border communities, the findings have implications for the preparation of bilingual education settings across the nation.
Ostorga, A. and Farruggio, P. (2014), "Discovering Best Practices for Bilingual Teacher Preparation: A Pedagogy for the Border", Research on Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals (Advances in Research on Teaching, Vol. 21), Emerald Group Publishing Limited, pp. 113-136. https://doi.org/10.1108/S1479-368720140000021004Download as .RIS
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