| The purpose of the research was to identify characteristics of bilingual education teachers in four school districts in South Texas. The studies of Canales et al. (1993), National Association for Bilingual Education (1992), National Board for Professional Teaching Standards (1997), and the Texas Administrative Code (1996) served as the foundation for the development of a survey reflective of practicing bilingual teacher characteristics. The survey reflected the following, four areas related to bilingual teachers: demographics, teaching approaches, philosophical views, and knowledge of the bilingual program.; Surveys were distributed in April of 1998 to four South Texas school districts, for a total of twenty-nine campuses. A total of 365 surveys were distributed and 208 were returned. The respondents were asked to answer the survey by selecting never, seldom, occasionally, or frequently for the questions in the teaching approaches section and agree, tend to agree, tend to disagree, or disagree for the questions in the philosophical views section. The data were analyzed as to characteristics and relationship to effective teacher competencies as reflected in the review of literature.; The typical bilingual teacher is female, has been teaching in a bilingual setting for 12 years, and has an average of 12 years teaching experience. Survey results revealed that teachers try to meet the LEP students' learning style, but they do not use the primary language. Respondents believe in and use approaches that are associated with weak forms of bilingual education. Generally respondents have a positive outlook toward their LEP students and their native culture. Respondents have knowledge of basic concepts of bilingual education program implementation such as (a) awareness of English language proficiency of LEP student, (b) knowledge of information in the Language Proficiency Assessment Committee folder and (c) understanding of entry and exit level criteria.; One recommendation that emerged from the study is the need for staff development, including but not limited to: (a) second language acquisition teaching methods, (b) second language acquisition process, (c) brain theories in relation to bilingualism, and (d) surface language and academic language. It is recommended that administrators conduct a self-analysis in the area of their knowledge, beliefs, and attitudes toward bilingual education. Recommendations for further research include developing a study on a larger scale to profile teacher practices in programs implementing weak forms of bilingual education and strong forms of bilingual education. |
