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Preparing Teachers of Bilingual Students


by Rebecca Blum Martínez & Susan Baker — 2010

In this chapter, the authors describe the changes that have taken place in Bilingual Teacher Preparation since 1993 and analyze these changes in light of national and international political and social changes. Their analysis also reveals persistent problems that have yet to be resolved and highlights possible next steps in the field.


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This article originally appeared as NSSE Yearbook Vol 109. No. 2.


Cite This Article as: Teachers College Record Volume 112 Number 14, 2010, p. 319-350
http://www.tcrecord.org ID Number: 18416, Date Accessed: 10/22/2017 12:47:46 AM

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About the Author
  • Rebecca Blum Martínez
    University of New Mexico
    E-mail Author
    REBECCA BLUM MARTÍNEZ is a Professor in the Department of Language, Literacy and Sociocultural Studies in the College of Education at the University of New Mexico. She also directs the Latin American Projects in Education Office for the College of Education. Dr. Blum Martínez’s scholarship focuses on Spanish/English bilingualism, and language revitalization in Southwest indigenous communities. She recently edited a bilingual volume comparing multicultural teacher education in three countries: Mexico, the United States and Canada, entitled Espacios para la preparación docente: Desafíos y posibilidades/ A Place for Teacher Education: Challenges and Possibilities. Dr. Blum Martínez received her PhD in Education from the University of California, Berkeley with specializations in bilingualism and second language acquisition.
  • Susan Baker
    California State University, Sacramento
    E-mail Author
    SUSAN BAKER is an Associate Professor in the Bilingual Multicultural Education Department in the College of Education at California State University, Sacramento. Her areas of interest include effective teaching practices for English learners, and, in the area of multicultural education, practices that bridge distances between teacher candidates and racially, socioeconomically, and culturally diverse populations of students. Dr. Baker is the co-author of “Education of the Community, by the Community, and for the Community: The Language Academy of Sacramento,” in Interrupting Tradition: Prioritizing Urban Children, their Teachers and Schools through Professional Development Schools; and the article “The M/M Center: Meeting the Demand for Multicultural, Multilingual Teacher Preparation.” She earned her doctorate in Language, Literacy, and Culture at Stanford University, and is currently board president of the dual language charter school The Language Academy of Sacramento.
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