1. Ethics, Power and Fidelity in Bilingual Research Shelley Wong, Ed.D. Hyungmi Joo, Ph.D. Michelle Kwan Ph.D. Jorge P. Osterling, Ph.D. Friday, March 17, 2006

2. Abstract Panelists reflect on their personal challenges in conducting bilingual research: The politics of translation and sensitive racial or political issues. How can research: –Give back to language minority students and communities and –Support reflective practices in our own teaching?

3. Program 1.Hyungmi Joo, Ph.D. Translation in Bilingual Research: Contextualizing Participant’s Voices 2.Michelle Kwan, Ph.D. A Gift or a Constraint? The Journey of Being a Reflective Participant. 3.Jorge P. Osterling, Ph.D. Personal Transformations in Learning to Teach Towards Social Justice

4. Teaching as a Profession Technician Consumers of professional knowledge; Follow guidelines of school and curriculum prescribed by school administrators. Professional Knowledgeable of learning theories and methods of instruction. Active constructors of knowledge. Intelligent, reflective practitioner.

5. Ethics, Power and Fidelity In Bilingual Research Personal Transformations in Learning to Teach Towards Social Justice Jorge P. Osterling, Ph.D. George Mason University TESOL 2006 Friday, March 17, 2006

7. Objective This study explores the development of “Teacher Identity” among bilingual paraeducators enrolled in a Career Ladder Teacher Education Program through a series of semi-structured interviews.

8. Statement? Teachers cannot transform schools until they transform themselves

9. Methodology Drawing both on the idea of teacher identity: From the literature of teacher education and On existing studies of professional stereotypes and professional identity development among bilingual paraeducators This study explores: The degree to which bilingual paraeducators think of themselves as teachers, The ways in which teaching has become a feature of their professional identity, The factors that may influence bilingual paraeducators to adopt a “teacher identity” as part of their personal understandings of their role in the TESOL field.

10. Reflection Questions “Teachers cannot transform schools until they transform themselves”

11. Purpose of Presentation Understanding the importance of recognizing diverse groups for personal empowerment and societal transformation Understanding the importance of personal reflection with regards to race, culture, gender, and ethnicity Understanding the importance of engaging students in dialogue about multicultural issues regardless of the academic discipline Understanding the importance of adapting teaching practices to create a culturally responsive learning environment for students Implications and Recommendations – Where do we go from here?

12. Preliminary Report A Work In Progress How are decisions about CEHD’s programs and activities being made against the background of a social justice perspective?

13. Participants Two IHEs: GMU NVCC Three LEAs: APS FCPS PWCPS http://http://gse.gmu.edu/programs/bpclttp/index.htm http://http://gse.gmu.edu/programs/bpclttp/index.htm (703) 993-8136 Participants Enrollment NVCC [no, AA degree -- less 60 credits] 12 GMU [no, BA – 60 – 120 credits] 15 GMU [BA or higher, no license] 22 TOTAL49 Left Program (all continue working) 16 (32.7%)

14. Participant’s Profile Non Traditional Students: Average age 41, Have family responsibilities, several single parents with young dependents Have been away from school for an extended period of time, Work full-time at a LEA. Received a AA, BA, MA or equivalent degree from an institution of higher education overseas. Majority: Non-native English speakers [BICS level], Speak two or more world languages.

15. Academic Success September 04 Indicators Participants Enrolled in BIPACAL (2000 – 2005) 49 Left BIPACAL (All undergraduates) 16 (32.7 %) Earned Bachelor’s Degree31 Passed PRAXIS-I VA Composite Score 532 25 Received Provisional ESOL Teaching License 6 Earned ESOL Teaching License4 Projected Teaching Licenses [by End of Program ] 20

16. Academic Success September 04 Indicators ParticipantsAverage Score GPA Over 3.5 (Dean’s List) 263.86 Below 3.5 182.97 TOEFL 19558 PRAXIS-I Passed (532 or higher) 25536 Took Exam 37528

17. Academic and Student Support Services offered to BIPACAL’s Non Traditional Students Academic Advisement Writing Center (e.g., EDUC 301) Math Review courses (e.g., PRAXIS) Tutoring Services Evening and summer classes Personal Counseling Services First year teacher induction

18. Need for Paraeducator Career Ladder Teacher Education Programs Need for Paraeducator Career Ladder Teacher Education Programs Challenges/Obstacles BIPACAL Supports Financial Difficulty in paying tuition and supporting self and family. Tuition paid. Stipends to supplement school division's leave of absence. School division's willingness to retain paid paraeducators while enrolled in BIPACAL project. Social Isolation on an IHE-culture predominantly designed for native- English, Anglo students, mostly in their twenties or early thirties. Provision for child care/ transportation (within the stipend). Bilingual/ bicultural counseling/ mentoring opportunities. Academic Inadequate academic preparation. Classes scheduled during work time. English difficulties. Need for advising and monitoring. Flexible schedule. Closely monitored academic advising. Tutoring. English language instruction [CALPS level]. On-site faculty mentors. PRAXIS-I review courses