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García-Mateus, Suzanne; Zuniga, Christian Ellen – AERA Online Paper Repository, 2017
Prior research describes the positive benefits of dual language education as increasing students academic performance in addition to promoting bilingual development. However, these studies have not adequately addressed the tensions that exist in developing Latina/o communities bilingualism. This paper addresses the issue of bilingual development…
Descriptors: Bilingual Education, Bilingual Students, Hispanic American Students, Language Usage
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Garza-Reyna, Gina L.; Esquierdo, J. Joy; Goswami, Jaya – NABE Journal of Research and Practice, 2019
This study compared the performance of bilingual learners, educated in either a Transitional Bilingual (TB) or Dual Language (DL) program, on the Reading and English portions of the nationally recognized college entrance exam, the American College Test (ACT). A statistically significant difference was found on the t-tests run for the Reading (p…
Descriptors: Bilingualism, College Readiness, Comparative Analysis, Bilingual Education Programs
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Henderson, Kathryn I.; Palmer, Deborah K. – NABE Journal of Research and Practice, 2019
This article describes the implementation process of a top-down dual-language bilingual education (DLBE) program in a large urban district, specifically examining the development of one-way (OW) and two-way (TW) DLBE programs. We explored how teachers made sense of, interpreted, and executed the educational language policy with these two distinct…
Descriptors: Teaching Methods, Bilingual Education, Program Development, Educational Policy
Palmer, Deborah K. – Multilingual Matters, 2018
Leadership takes on a tone of urgency when we are struggling for justice. At the same time, the right to lead -- the agency to embrace a leadership identity -- can also feel more distant when we are marginalized by the dominant society. For bilingual education teachers working with immigrant communities, the development of critical consciousness,…
Descriptors: Teacher Leadership, Social Change, Bilingual Teachers, Teacher Educators
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Cavazos, Linda O.; Ortiz, Alba A. – Bilingual Research Journal, 2020
In Multi-tiered System of Support (MTSS) and Response to Intervention (RTI) models, the reading achievement of English Learners (ELs) is assessed multiple times during the school year to monitor students' progress toward meeting grade-level reading standards. Most MTSS/RTI frameworks do not include a comparable system for assessing oral language…
Descriptors: Oral Language, Language Tests, Response to Intervention, Personal Narratives
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Tang, Shifang; Tong, Fuhui; Lara-Alecio, Rafael; Irby, Beverly J. – International Journal of Bilingual Education and Bilingualism, 2022
Via a multi-domain, multi-response classroom observation instrument, we observed and analyzed treatment and control teachers' pedagogical differences when applying cooperative, collaborative, and peer-tutoring (CCP) strategies in Grade 1 bilingual classrooms with English learners (ELs). We found that with the support of ongoing, structured, and…
Descriptors: Bilingual Teachers, Peer Teaching, English (Second Language), Second Language Learning
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Lara-Alecio, Rafael; Tang, Shifang; Sutton-Jones, Kara L.; Irby, Beverly J.; Tong, Fuhui; Jimenez, David D.; Villarreal, Elsa G. – International Journal of Virtual and Personal Learning Environments, 2021
Teachers and school district administrators, particularly in the United States, are increasingly turning to teacher virtual professional development (VPD) to stay current and learn new pedagogical knowledge and skills. With more English learners (ELs) entering public school classrooms, it is essential to find effective ways to prepare educators to…
Descriptors: Pedagogical Content Knowledge, Knowledge Level, Professional Development, Inservice Teacher Education
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Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Saenz, Laura; Soares, Denise; Davis, Heather S.; Resendez, Nora; Zhu, Leina – Early Education and Development, 2022
Research Findings: A social validity measure was used to examine 56 bilingual preschool teachers' perceptions and acceptability of an interactive shared book reading vocabulary intervention implemented in English with Spanish-speaking preschool children (N = 334) in a dual language program model. Social validity outcomes indicated that bilingual…
Descriptors: Vocabulary Development, Correlation, English (Second Language), Second Language Learning
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Esquivel, Johanna – Critical Inquiry in Language Studies, 2020
This case study focuses on the diverse discourses Latinx bilingual students bring to class to make sense of power relations in the world. The study implements critical literacy practices such as read-alouds, discussions, writing, and drawing activities that help students critique and disrupt power discourses embedded in texts and visuals. With the…
Descriptors: Critical Literacy, Discourse Analysis, Spanish, English (Second Language)
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González Martín, Ana María; Pulte, William; Hall, Viviana – Texas Journal of Literacy Education, 2020
Dual language programs are poised to produce bilingual/biliterate teacher candidates to alleviate bilingual educator shortages. Therefore, in search for ways to support the growing number of Spanish/English dual language programs in Texas, the authors of this paper analyzed the variations of Spanish language and proficiency levels of 9th grade…
Descriptors: Spanish, Heritage Education, Bilingualism, Literacy
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Valdez-Gainer, Nancy; Gainer, Jesse – Urban Education, 2020
This article focuses on a teaching-research relationship between a teacher and a university professor who are a married couple. The article highlights how we navigated our relationship during a project with second graders with the hope of opening Third Space for students to engage in collective storytelling in an environment that interrupts…
Descriptors: Early Childhood Education, Grade 2, Elementary School Students, Story Telling
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Zuniga, Christian E.; Henderson, Kathryn I.; Palmer, Deborah K. – Language and Education, 2018
The article explores the intersection of equity goals and language ideologies within a dual language bilingual education (DLBE) language policy context. We present two DLBE teachers, Karina and Marisol, and explore their language ideologies and professional conviction towards equitable learning opportunities for their students. We investigate how…
Descriptors: Educational Policy, Equal Education, Bilingual Education, Teaching Methods
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Lynch, Anissa Wicktor – Bilingual Research Journal, 2018
This case study focused on transitional bilingual class and explored connections between the literacy practices co-constructed in this figured world and one student's developing identity. Yanet, a newcomer student from Cuba, was encouraged to draw on community cultural wealth to support her own and her classmates' language, literacy and identity…
Descriptors: Grade 3, Elementary School Teachers, Elementary School Students, Foreign Countries
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Cavazos, Alyssa G.; Hebbard, Marcela; Hernández, José E.; Rodriguez, Crystal; Schwarz, Geoffrey – Across the Disciplines, 2018
Considering the need for writing and language programs to develop translingual and transdisciplinary pedagogies for teacher development at the graduate level (Canagarajah, 2016; Williams & Rodrigue, 2016), the authors examine the design of a multilingual pedagogy professional development series for first-year Spanish and Writing teaching…
Descriptors: Writing Instruction, Writing (Composition), Writing Across the Curriculum, Faculty Development
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Moreno-Recio, Pilar; Orange, Amy; Corrales, Antonio; Lastrapes, Renee – AASA Journal of Scholarship & Practice, 2018
This study examined if there were differences between central office administrators', school administrators', and bilingual and English as a second language (ESL) teachers' efficacies when controlling for years of experience with bilingual/ESL classrooms and hours of training on the English language proficiency standards (ELPS). Data from a…
Descriptors: Experience, Administrators, Language Teachers, English (Second Language)
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