Source: Teaching Education, Volume 20, Issue 2, pages 203 - 213 (June 2009).
This case study investigates the dynamics of enhancing the capacities of teacher candidates in the Bilingual/Bicultural Education Students Interacting to Obtain Success (BESITOS) recruitment and retention program to advocate for culturally and linguistically diverse (CLD) students. Herrera and Murry's advocacy framework provides the theoretical framework for this study and comprises three components - currency, defensibility, and futurity.
This study describes the efforts of one Midwestern university to increase the number of highly qualified teachers prepared to address the challenges that confront CLD students. Moreover, this article identifies potential strategies for the future design and implementation of advocacy skills development curricula.
Herrera, S.G. & Murry, K.G. (2005). Mastering ESL and bilingual methods:
Differentiated instruction for culturally and linguistically diverse (CLD) students. Boston, MA: Allyn & Bacon.
- Parsing the Language of Racism and Relief: Effects of a Short-term Urban Field Placement on Teacher Candidates’ Perceptions of Culturally Diverse Classrooms
- Critical Examination of Candidates’ Diversity Competence: Rigorous and Systematic Assessment of Candidates' Efficacy to Teach Diverse Student Populations