Biliterate Trajectories of Teachers Who Fulfilled the Spanish Bilingual Target Language Proficiency Test Standards in Texas: A Phenomenological Study
Abstract
The BTLPT can be a barrier to bilingual certification in Texas. This qualitative study describes the biliterate trajectories of preservice teachers enrolled in an educator preparation program at a public university in Texas and explores how their Spanish proficiency supported their test preparation process. Six teacher candidates (TCs) who passed the BTLPT participated in researcher-constructed interviews. Results revealed that TCs met BTLPT standards regardless of their academic background in Spanish. TCs described their creation and execution of an action plan in preparation for the BTLPT. Additionally, TCs’ support system, self-determination, and targeted Spanish instruction helped them navigate the process.
Fields of Study & Subjects
Multilingual Education and Policy
Second Language Learning and Teaching
Teacher Education and Assessments
Publication details
- Journal / source
- Journal of Latinos and Education
- Volume
- 25
- Issue
- 4
- Pages
- 1287–1298
- Publication date
- 16 January 2026
- Language
- EN