Teacher Education, Educational Leadership & Policy ETDs

Publication Date

5-23-1974

Abstract

Much positive change has occurred in the preparation of teachers for bilingual-bicultural education programs. Several universities and colleges in New Mexico and throughout the nation have taken the initiative to implement some phases of teacher training in bilingual-bicultural education. The present philosophy of our universities of higher education is, however, to initiate, develop and promote teacher training programs for bilingual-bicultural education only for the elementary level of schooling. Little consideration or long-range planning to articulate bilingual-bicultural needs throughout the entire educational process has been effected. The nation wide survey of bilingual-bicultural teacher training programs, conducted as part of the preparation of this study, revealed that none of the programs were designed for teachers who would work on the secondary level. As bilingual-bicultural education on the primary level matures, it is gradually beginning to reach into the intermediate and secondary level. In New Mexico, for example, a great number of schools now have bilingual-bicultural programs which have reached the intermediate grades. A 1972-1973 survey of the existing and proposed bilingual-bicultural programs in New Mexico revealed that approximately 46 schools would offer bilingual-bicultural education on the intermediate level during the 1973 academic year. Most of these programs have plans to expand as the students in them advance to junior and senior high grades. In addition, two junior high schools and two senior high schools have already implemented some components of bilingual education in their curricula. In view of the fact that bilingual-bicultural education seems inevitable on the secondary level in New Mexico, it is imperative to begin now to prepare for it. It should be apparent that the needs of primary and elementary students differ from those of junior and senior high school students. Therefore, the preparation programs, curriculum development, and teaching strategies which have evolved over the years for the lower grades will not be adequate for the implementation of successful secondary programs. If the problems which were encountered in the early stages of bilingual-bicultural education on the primary level are to be avoided, a comprehensive and effective program needs to be developed to prepare teachers for the forthcoming bilingual-bicultural secondary school programs. The dissertation is concerned primarily with the development of a rationale and model program to prepare teachers for the bilingual-bicultural secondary school programs. The study is divided into four phases. Phase one examines the special educational needs of the Mexican American student. In order to assess the needs of the Mexican American student from the prospective of his current achievement and status both in and out of school, an extensive profile of the Mexican American in the Southwest is outlined: (a) an examination of the demongraphic features of the Mexican American population; (b) a review of statistics relative to the educational achievement of Mexican American students in the Southwest; and (c) an examination of the external restraints such as discrimination, segregation, and lack of educational and consequent socio-economic achievement of this group. The second step in assessing the special educational needs of the Mexican American examines those educational practices and attitudes which have been the apparent causes of his failure to achieve in the past. A brief historical perspective of the educational attitudes toward the Mexican American traces how attitudes have changed throughout this century. An examination of how current attitudes toward diversity, Spanish language, and Mexican American culture have affected the Mexican American student provides specific information on the factors which have alienated Mexican Americans from the educational process. Information is also provided on those educational areas, such as teacher preparation, testing instruments, school facilities and community involvement, which have influenced the Mexican American student's involvement in relation to the educational process. The second phase examines the bilingual-bicultural education program as a solution to the Mexican American student's problems. It examines the rationale given for bilingual education and provides a look at the general scope of the definition of bilingual-bicultural education. An examination is made of the actual practices in bilingual-bicultural education program the way these programs can be integrated into the regular curriculum on the secondary level; and a brief review of the kinds of preparation offered for bilingual-bicultural education teachers in institutions of higher learning. Phase three of the study analyzes the opinions of a wide range of persons on the skills and competencies needed by teachers to provide successful educational experiences for Mexican American and other students in bilingual-bicultural education programs. A number of studies were conducted simultaneously to collect a wide variety of opinions on priorities in teacher preparation for bilingual-bicultural education:

1. An extensive review of current literature on teacher preparation in bilingual-bicultural education.

2. The survey of current bilingual-bicultural teacher preparation programs to determine its priorities in terms of numbers and types of courses offered in various subject areas.

3. A number of bilingual-bicultural education related conferences was attended by the author, and the concensus of conference participants was collected and analyzed to determine their priorities in bilingual-bicultural teacher education.

4. An extensive circulated questionaire prepared by the Institute for Cultural Pluralism at San Diego State University to solicit specific competencies considered essential for bilingual-bicultural education teachers from a wide range of community and educational interests was collected and analyzed to determine the priorities in teacher education of its respondents.

The fourth phase of the study presents a model undergraduate program in bilingual-bicultural education for the secondary level, based on a composite of the information gained in the previous three phases. The description of the model program includes a rationale; the general objectives of the program; specific objectives and minimum criteria for students in the program; a general description of the program, suggested course work and course descriptions.

Document Type

Dissertation

Language

English

Degree Name

Secondary Education

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Robert Harold White

Second Committee Member

Rupert Trujillo

Third Committee Member

Leopoldo J. Macias

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