Navigating bilingualism : Educators' perspectives on a bilingual education academy 2020-2021

Abstract

The context of Puerto Rico emphasizes the importance of bilingualism for professional and personal growth. Despite various educational initiatives, students in Puerto Rico consistently underperform in English standardized tests, even after formal instruction. However, specialized schools have shown success, suggesting that targeted strategies might alleviate these challenges. A research team from the Teaching English as a Second Language (TESL) program conducted a study examining the support provided by the Puerto Rico Department of Education (PRDE) to bilingual schools. The study pinpointed four main concerns: the need for curricular materials and bilingual resources, in-service teacher training, teacher commitment to the program, and the availability of specialized curricula. In response to these challenges, the Bilingual Education Academy was established in 2020 through a collaboration between PRDE and the University of Puerto Rico’s Department of Curriculum and Instruction. The inaugural cohort, which ran from October 2020 to July 2021, included six three-credit courses aimed at enhancing educators' skills for bilingual teaching and fulfilling certification requirements from PRDE. This study investigated the perceptions of educators participating in the Academy. Utilizing a qualitative approach, the research included textual analysis, interviews, and surveys to collect demographic data. Analysis revealed three primary themes: language integration, the Academy’s positive impact on participants, and the practical application of bilingual education principles.

Findings indicated that the Academy significantly reshaped educators' views on bilingualism and equipped them with modern, research-informed strategies. Participants reported increased confidence and a better grasp of effective teaching approaches, attributing improvements in practice and student outcomes to practical applications, innovative methodologies, and the inclusion of concepts like translanguaging. While the Academy was well-received, participants noted a desire for more specialized training in specific content areas and ongoing support. These insights highlight the critical need for dedicated professional development programs in Puerto Rico that focus on bilingual education and meet the evolving needs of bilingual educators and their students.