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J o s u 6 G o n z h l e z ,

N u m b e r

El Desarrollo del Proyecto Alianza: Lessons Learned and Policy Implications

B e l i n d a B u s t o s F l o r e s E l l e n R i o j a s C l a r k

M . S e r i e s E d i t o r E l s i e M. S z e c s y , P r o j e c t E d i t o r

6

Desarro l lo de l Proyecto Al ianza:

N u m b e r

E l Lessons Learned and Policy Implications

Belinda Bustos Flores Ellen Riojas Clark

University of Texas at San Antonio

Josue M. Gonzalez, Series Editor Elsie M. Szecsy, Project Editor

Arizona State University

Southwest Center for Education Equity and Language Diversity

College of Education Arizona State University

Desarrollo Proyecto Alianza- Imp-

Belinda Bustos Fiores Riojas

-

PmjectAlianza. Alianza organhtions

website www.asu.edu/cber/ Alianza

M a t i o n +

0 2002, Intercultud Association (IDRA) ProjectAlianza collabo1-ation

by poky

K

Intercultl~ral Development

Callaghan 1 9

210/68423180 210/684+5389

email: contaCt@idlz.org mw.idra.org

#31 Coyoacan Ph/Fax 011-525-654-1904

1-5256594631 011-52565H539

fsmaQinfose1.net.m~ m , . f s n ~ . c o m . n u r

Pqject Alianza.

Box871511

Arizona

602-N5-5164 ~ .a .SLl .ech l

El del Lessons Learned and Policy

By and Ellen Clark

This publication was prepared and produced by the Soutwest Center for Education Equity and Language Diversity, College of Education, Arizona State University, as a resource for is a consortium of

and universities working to improve preparation programs for bilingual education teachers. We invite reader comments and suggestions on this and subsequent work through our located at For information on Project please contact the Intercultural Development Research directly.

Development Research and Arizona State University. is a of IDRA and the Mexican and American Solidarity Foundation.

This publication was funded in part the W. K. Kellogg Foundation. The opinions expressed herein do not necessarily reflect the position or of the W. Kellogg Foundation and no official endorsement by the department should be inferred

Mexican and American Southwest Center for Research Association Solidarity Foundation Education Equity and 5835 Road, Suite 350 Salvador Novo Language Diversity San Antonio, Texas 78228-1 Mexico DF 04010 PO Ph. Arizona State University Fax 01 Tempe, 85287-1511

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First Edition

Number 6 IEI Desarrollo del Proyecto Alianza: Lessons Learned and Policy Implications

TABLE OF CONTENTS

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Preface to the Series i . . . . . . . . . . . . . . . . . . . . . . . . . . . . Editors' Acknowledgements vii . . . . . . . . . . . . . . . . . . . . . . . . . . . Authors' Acknowledgements ;ix

. . . . . . . . . . . . . . . . . . . . . . . Authors' Biographical Information x . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IIntroduction 1

. . . . . . . . . . . . . . . . . . Descriptions of Universities in Project 3 California State University at Long Beach . . . . . . . . . . . . . 5

. . . . . . . , . . . . . . . . . . . Southwest Texas State University -. 5 . . . . . . . . . . . . . . . The University of Texas-Pan American 6 . . . . . . . . . . . . . . . The University of Texas at San Antonio 6

. . . Additional Participating Universities . . . . . . . . . . . . . .% 7

Rationale for Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . n Review of Literature 9

Ethnic Identity, Self-concept. and Teaching =cacy . . . . . . . . 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Normalistas' Attitudes 12

. . . . . . . . . . . . . . . . . . Becoming Effective Bilingual Teachers 13 . . . . . . . . . . . . . . . . . . . . . . . . . . IU Data Analysis Procedure 17

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IHE Administrators 17 . . . . . . . . . . . . . . . . . School Administrators ; . . . . . . . . . . . 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . Preservice Participants 18

. . . . . . . . . . . . . . . . . . . . . . . . . . Alianza Beginning Teacher 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Data Analysis 20

IV Project AZihn.za Findings and Discussion . . . . . . . . . . . . . 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Introduction 23

Mission and Goals of the IHE and Project Alianza . . . . . . ' . . 23 . . . . . . . . . . . . . . . . Implementation of Project Components 24

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Recruitment 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ~dmissions 26

. . . . . . . . . . . . . . . . . . . . . State-mandated Entry Level Tests 27 . . . . . . . . . . . . . Texas Academic Skills Program (TASP) 27

. . . . . . . . Test of English as a Foreign Language (TOEFL) 28 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Programming 29

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Staffing 29 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Faculty 30

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Program Models 31 Project participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34