WHO WE ARE AND WHAT WE DO: TEACHING KNOWLEDGE, PEDAGOGICAL PRACTICE, AND BILINGUAL TEACHERS FROM SERGIPE AND MASSACHUSETTS

The present study is based on the premise that discourses within the field of education are shaped by teachers' actions in the classroom. Consequently, elucidating teachers' perspectives on their professional domain is essential. This study focuses on English Bilingual Education, conceptualized as an educational tool used to address disparities arising from multilingualism. The central objective of this research is to examine the impact of theoretical knowledge—or its absence—on the pedagogical practices of educators engaged in English Bilingual Education in the states of Sergipe and Massachusetts. Thus, this study explores teachers' perspectives on their professional training and classroom experiences. It also examines how conflicts between theoretical knowledge and practical application interfere with their teaching. To achieve this goal, a qualitative and exploratory study was conducted. To achieve the proposed goal, a qualitative and exploratory study was first conducted, which entailed a review of the pertinent literature, including the studies of Tardif (2014), Azzi (2009), and Pimenta (2009) on teacher training and their knowledge, as well as the ideas of Freire (2011) on the development of critical pedagogy based on the teacher's reflection on their practice, in addition to the documentation that provides guidance for educational institutions in these two locations. Following the literature review, a descriptive field study was carried out, involving interviews with five educators working in English Bilingual Education in Sergipe and Massachusetts—three from the Brazilian state and two from the American state. To identify suitable candidates for this study, we contacted schools with bilingual programs. The coordinators and administrators at these institutions assisted in identifying and inviting the teachers to participate in the study. Participants were selected based on the following criterion: they had to be actively teaching in bilingual programs. This criterion was applied to ensure the study captured diverse perceptions of bilingualism and bilingual education, as well as the distinct pedagogical approaches employed within this educational framework. Due to the geographical distance between participants and the need for individual interviews, videoconferencing was chosen as the interview method, ensuring that all participants were interviewed under the same conditions. he interview was structured into two sections. The first section gathered information about the teachers' academic backgrounds, years of professional experience, the number of educational institutions they were currently working at, and the specific bilingual programs in which they had participated. The second section focused on their experiences with bilingual education, their knowledge of the subject, and the challenges they faced in their professional practice. The following questions were addressed: What is your understanding of the terms "bilingualism" and "bilingual subjects"? What were your initial experiences as a bilingual teacher? What are the primary challenges facing bilingual education? What activities do you utilize to facilitate effective learning for your students? What factors are considered when selecting these activities? What challenges do you encounter in implementing these activities? The data was analyzed through a comparative approach, which was deemed appropriate for exploring diverse perspectives on a specific subject and identifying similarities and differences. The following topics were selected for comparison: initial teacher education, continuing professional development, knowledge of bilingual education models, perspectives on bilingualism and bilingual subjects, and teaching practices. A review of the teachers' interviews reveals that educators in Sergipe demonstrate a deficiency in theoretical knowledge of bilingualism and bilingual education, which impacts their pedagogical choices, the educational models implemented, and the goals set by their school programs. This finding suggests a gap in the quality and effectiveness of both initial teacher education and continuing professional development. The current training programs appear to be misaligned with classroom realities, impeding the practical application of experiential knowledge in educational settings. In contrast, in Massachusetts, there is a discrepancy in theoretical knowledge requirements between teachers of English and those teaching a second language in Dual Language programs. While the former is required to demonstrate only theoretical and practical knowledge of pedagogy, the latter must possess, in addition to pedagogical expertise, specific knowledge of bilingual education. This discrepancy highlights not only the vulnerability of English teachers' roles as bilingual educators but also the ongoing social, cultural, and ideological barriers to the implementation of bilingual education in Massachusetts. Therefore, the foundational issues inherent in the bilingual education systems of Massachusetts and Sergipe contribute to the discrepancy between theory and practice. Consequently, educators in this field are often compelled to rely on their individual experiences, making them vulnerable to inconsistencies and limitations imposed by those systems. References AZZI, Sandra. 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