Conceptualizing a Border Signature Pedagogy for Mexicana Preservice Bilingual Educatorsi

A collaborative preservice faculty team in the South Texas borderlands studied a variety of pedagogical methods and ideas from diverse research traditions, and synthesized a promising model for a contextspecific signature border pedagogy for their working class Latina students. The authors describe the socioeconomic and educational profile of the borderland region, the academic needs of their non-traditional preservice bilingual education students, and how the team modified the bilingual teacher preparation curriculum to address local conditions.