Source: Teaching Education, Volume 21 Issue 1 (March 2010), pages 47 – 59.
This paper examines 21 biliteracy teachers who studied and taught in schools through an eight-week in-service professional development program with indigenous children in the state of Altacomulco, Mexico.
In the process of documenting their international teaching experiences, a study was conducted to ascertain biliteracy teachers' development of their teaching ideology as a result of their participation and critical reflection, using Spanish as the primary mode of instruction.
Five themes are discussed:
globally minded teachers;
linguistic and culturally relevant curriculum;
passionate pedagogy (amorosidad);
community authentic engagement; and
political and ideological clarity.