Proyecto Bilingüe: Constructing a Figured World of Bilingual Education for Latina/o Bilingual Teachers

• Published in: Bilingual research journal Vol. 38; no. 2; pp. 134 - 151
• Main Authors: Ek, Lucila D., Domínguez Chávez, Guadalupe
• Format: Journal Article
• Language: English
• Published: Philadelphia Routledge 04-05-2015; Taylor & Francis Inc
• Subjects: Advocacy; Autobiographies; Biculturalism; Bilingual Education; Bilingual Teachers; Educational leadership; Faculty Development; Hispanic Americans; Interviews; Language teachers; Masters Programs; Professional development; Program Descriptions; Qualitative Research; Reflection; Self Concept; Teacher Attitudes; Teacher education; Teacher Education Programs; Teacher Leadership; Texas; Texas
• ISSN: 1523-5882; 1523-5890
• DOI: 10.1080/15235882.2015.1064834

Using theories of figured worlds, we demonstrate how Proyecto Bilingüe, a Master of Arts in Curriculum and Instruction program, constructs a figured world of bilingual education for Latina/o bilingual teachers. We drew from a larger qualitative study to conduct a thematic analysis of interviews with Latina/o bilingual teachers, their written autobiographies, and reflections. We found that Proyecto Bilingüe was a space for (re)making bilingual-bicultural identities and for self-authoring Latina/o bilingual teacher agents. Also, creating community was a key value influencing Latina/o teachers' leadership and advocacy. In these ways, Proyecto Bilingüe serves as a model for the professional development of bilingual teachers.