On Designing and Implementing Bilingual-Bicultual Teacher Education Programs. First Year Report: 1980-1981.

Overview & Synopsis

The Area of Emphasis in bilingual-bicultural education at the University of Connecticut (Storrs) began in September 1981, offering masters', sixth year, and doctoral degree programs. Its goals are to address the needs of limited- and non-English speaking students in bilingual classrooms by preparing teachers, teacher trainers, curriculum specialists, researchers, evaluators, and administrators to serve in the development and implementation of bilingual programs. Prerequisites for the program include bilingual proficiency in English and any other minority language spoken in Connecticut, and experience teaching or providing services to programs with bilingual or bicultural clientele. The programs are composed of the following units: (1) a core section of eight courses in bilingual-bicultural education; (2) socio-cultural foundations of education; (3) training in language and linguistics; (4) research methodology, field experiences, and dissertation for doctoral candidates; and (5) two chosen areas of specialization as minors. Competency categories were developed, including emphasis on pedagogy, teacher preparation and supervisory skills, linguistic ability, cultural knowledge, parent and community involvement, evaluation and testing, and research. Among the ongoing and future projects of the department are a recruitment and dissemination plan, research on hierarchies of needs in bilingual education, and establishment of an annual conference at the University. (FG)