TY  - CHAP
AB  - Abstract As members of a team of bilingual preservice faculty in the South Texas borderlands, we have observed a consistent, pattern of inappropriate pedagogy offered to the emergent bilingual learners (EBLs) in the region’s inadequate PK-12 system, where subtractivist teaching practices and school policies undermined their academic development and their personal and professional identities as bilinguals and linguistic minorities. Our task is to teach our preservice students about best practices as we help them develop an awareness of themselves as bilingual, bi-literate professionals who can navigate within the accountability-driven school system and provide additive developmental learning opportunities to their emergent bilingual students.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.
VL  - 21
SN  - 978-1-78441-265-4/1479-3687
DO  - 10.1108/S1479-368720140000021004
UR  - https://doi.org/10.1108/S1479-368720140000021004
AU  - Ostorga Alcione N.
AU  - Farruggio Peter
PY  - 2014
Y1  - 2014/01/01
TI  - Discovering Best Practices for Bilingual Teacher Preparation: A Pedagogy for the Border
T2  - Research on Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals
T3  - Advances in Research on Teaching
PB  - Emerald Group Publishing Limited
SP  - 113
EP  - 136
Y2  - 2024/04/18
ER  -