How does Madrid’s bilingual program foster cultural competence in its students and how can this be translated into a secondary Spanish classroom in suburban Minnesota?
Term
Fall 11-30-2014
Capstone
Thesis
Degree Name
MAEd
Primary Advisor/Dissertation Chair
Le Roy Chappell
Secondary Advisor/Reader One
Sharon Maus
Peer-Reviewer/Reader Two
Michael Radtke
Abstract
This capstone examines how Madrid´s bilingual education program fosters cultural competency in its students and how those findings can be translated into a secondary Spanish classroom in suburban Minnesota. Both cultural competency and bilingual education, in its various forms, are defined and a variety of factors that influence cultural competency are explored. The research identifies common phenomena retrieved from personal interviews with six bilingual teachers in the community of Madrid and presents how those teachers foster cultural competency in their classrooms. The paper closes by giving suggestions to improve cultural competency in secondary Spanish classrooms in Minnesota based on the findings of the research.
Keywords
Foreign Language, International Teaching, Multicultural Education, Teachers/ Teaching, Cultural Competency
Recommended Citation
Radtke, Megan Maus, "How does Madrid’s bilingual program foster cultural competence in its students and how can this be translated into a secondary Spanish classroom in suburban Minnesota?" (2014). School of Education and Leadership Student Capstone Theses and Dissertations. 55.
https://digitalcommons.hamline.edu/hse_all/55