IDENTIFICATION OF BILINGUAL EDUCATION SPANISH/ENGLISH TEACHER COMPETENCIES

Abstract

The purpose of the study was to identify the competencies necessary for an effective teacher in a bilingual/bicultural program using Spanish and English as mediums of instruction. As in a previous study, bilingual education teachers, bilingual education project directors, and educators involved directly in teacher training in bilingual education determined the needed competencies. The Modified Delphi Technique was the research method used to gather the data. The study generated lists of specific competencies for bilingual education teachers. The identified competencies included a total consensus of the combined number of respondents as well as a within group consensus among four different populations. The review of the literature included information on the general research on teacher education, on competency-based teacher education, on teacher training in bilingual education, and on the identification of competencies for effective bilingual/bicultural teachers. This information indicated a need for empirical studies that identify and validate competencies through the involvement of practitioners, supervisors, college instructors, and professors. Using a Modified Delphi Technique, the study involved a sample of four populations: (1) Title VII biligual education teachers in Spanish/English programs; (2) Title VII bilingual education project directors in Spanish/English basic programs; (3) teacher training directors in Spanish/English Title VII bilingual education projects; and (4) experts in the field of bilingual education. The first questionnaire was open-ended and the responses were used to develop the second questionnaire. The second questionnaire was structured to allow the respondents to rate each competency at the pre-service, in-service, and teacher trainer levels of study. The data were analyzed using the categories that emerged from the factor analysis procedures for pre-service, in-service, and teacher trainer levels of study. The statistical methods used to analyze these data were the mean, standard error, and standard deviation. The major conclusions of the study were as follows: (1) At the pre-service level of study, the five major categories of competencies necessary for a bilingual education teacher were: language; culture; assessment; classroom management techniques; and parent and community involvement. (2) At the in-service level of study, the five major categories of competencies for a bilingual education teacher were: language; culture; assessment; theoretical and philosophical applications; and classroom management techniques. (3) At the teacher trainer level of study, the five major categories of competencies necessary for a bilingual education teacher were: language, culture, assessment, theoretical and philosophical applications; and classroom management techniques. (4) A within group consensus on bilingual education teacher competencies was identified for each of the four populations at the pre-service, in-service, and teacher trainer levels of study. (5) At the pre-service, in-service, and teacher trainer levels of study, intergroup differences on bilingual education teacher competencies were found. The implications of the study were as follows: (1) The study should be considered in the planning and development of teacher preparation programs in bilingual education. (2) The study represents a unique effort to validate competencies which could be incorporated into appropriate coursework within teacher training programs. (3) The study expands the existing body of knowledge on bilingual education teacher competencies from which further research can be initiated.