El (sub)desarrollo del español académico entre los maestros bilingües: ¿Una cuestión de poder?

Since the inception of bilingual education in the United States there have been consistent indicators that some bilingual education teachers fall short in being able to teach across the curriculum in academic Spanish. This essay outlines an interpretation of the causes underlying this. Furthermore, it argues that language policy and the economics of language in the United States dilute the sociopsychological dimension of academic Spanish passed on from generation to generation through the bilingual programs themselves. The authors argue that those professors who prepare bilingual education teachers must begin to produce knowledge in academic Spanish to offset this entrenched condition. [PUBLICATION ABSTRACT]