About the Journal
The Journal of Bilingual Education Research & Instruction (JBERI) is a peer-reviewed publication focused on improving bilingual/dual language research and teaching practices. The JBERI seeks articles that examine research, pedagogy, policies, theory, and cultural issues that impact bilingual education, teaching, and learning. Qualitative, quantitative, and mixed methods studies that can contribute to the growing knowledge base on bilingual/dual language education models and best practices leading to successful outcomes are especially welcome. The JBERI is a bilingual publication and will gladly publish articles written in either English or Spanish. The JBERI Editorial Board will consider the clarity and timeliness of the content in judging the quality of the manuscripts.
Current Issue
Dear Colleagues,
The Journal of Bilingual Education Research and Instruction is committed to the exchange of
educational data, studies, ideas, practices and information with researchers, practitioners and
policymakers in this public forum. It is published online once a year and can be accessed at the TABE website homepage, TABE.org.
In this issue readers are invited to an in-depth examination of research, best practice, and advocacy topics that frame our work as bilingual educators. In the lead article, Entender las diferencias entre ambos idiomas: Inclusividad lingüística y conciencia metalingüística crítica en la preparación de maestras/os bilingües, la Dra. Sandra I. Musanti comparte un estudio cualitativo centrado en su práctica donde explora cómo aspirantes a docentes bilingües construyen el español pedagógico y desarrollan conciencia metalingüística en espacios de enseñanza y aprendizaje anclados en una pedagogía del translenguar. Next, in A Multitiered System Support Approach to Understanding the Cultural and Behavioral Characteristics of Students, Drs. Robert P. Trussell and Beverly Calvo present findings from a study that found that by using a Multitiered System Supports approach, many social and cultural characteristics of the school population can be identified.
Next, Drs. Luis A. Rosado, Carla Amaro Jimenez and Amada A. Olsen, share valuable information concerning possible reasons for the low student performance at the State level on the Bilingual Target Language Proficiency Test (BTLPT) and identify possible changes in their article, A Spanish Proficiency of Heritage Language Speakers Seeking Bilingual Education Teacher Certification: Implications for Teacher Preparation Programs. Then, Jesus Villa’s article describes the voices of 5 dual language educators in a school that recently expanded the two-way dual language program to the middle school. In Understanding the Influence of Professional Development on Teachers, the author includes experiences, barriers, and successes shared by educators.
In A Duoethnography: Preparing Preservice Teachers to use Culturally and Linguistically Sustaining Pedagogies, Dr. Gina L. Garza-Reyna explores a two-part research question and based on their research results shares ideas on how to redesign instruction focused on CLSP for preservice bilingual teachers in educator preparation programs. Next, Gregory Knollman, Kandace M. Hoppin, Patricia Rice Doran and Laura Cometa, discuss the need for ongoing PD for teachers serving diverse learners in Teachers Multilingual Diverse Learners: Professional Development Needs Across Preservice, Inservice and Higher Education Roles. Lastly, Dr. Jose Orozco and Dr, Michael Whitacre use itinerant Curriculum Theory to capture the subtle transformation of a dual language program in their article, Unexamined Ideas and Beliefs Shaping Efficacy and Implementation of a Dual Language Program for Better or for Worse.
A special feature of this issue is a book review by Claudia Cabrera of Educating Across Borders: The Case of a Dual Language Program on the U.S.-Mexico Border authored by Drs. Maria Teresa de la Piedra, Blanca Araujo and Alberto Esquinca.
Special thanks are due to the Editorial Advisory Board.
Sincerely,
J. Tinajero
Dr. Josefina V. Tinajero, Editor
The University of Texas at El Paso
tinajero@utep.edu
