國立虎尾科技大學 |

Experiencing Transition : = Bilingual Teachers' Voices in a Dual Language Program.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Experiencing Transition :/
Reminder of title:	Bilingual Teachers' Voices in a Dual Language Program.
Author:	Garcia Soria, Beatriz.
Description:	1 online resource (197 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
Subject:	Bilingual education. -
Online resource:	click for full text (PQDT)
ISBN:	9798379700652

Experiencing Transition : = Bilingual Teachers' Voices in a Dual Language Program.
Garcia Soria, Beatriz.

Experiencing Transition :Bilingual Teachers' Voices in a Dual Language Program. - 1 online resource (197 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (Ph.D.)--The University of Texas at El Paso, 2023.

Includes bibliographical references

The purpose of this qualitative study is to gain insight into the experience of bilingual teachers undergoing a change of bilingual education program, from a TBE model to a DLBE model . This study documents the ways the bilingual teachers experienced changes in their language ideologies, their teaching practices, and the support, or lack thereof, from the administration and the community. This study contributes to the existing literature on bilingual teachers and bilingual education by centering the voices of the teachers during the process of change of bilingual education models. The study also adds to the literature because of the use of theoretical lenses of translanguaging and borderlands theories to study bilingual teachers' experience in this conjuncture. Multiple data were collected and analyzed from twenty-five bilingual teachers' individual interviews, three bilingual teachers' focus groups interviews, artifacts (timelines, professional development documents, lesson plans, and anchor charts), and observations of the teaching practices of one dual language bilingual education teacher. The COVID 19 Pandemic and remote learning took precedence over the DLBE program implementation. Findings suggested the lack of prioritization of the DLBE program and enough guidance and support for the DLBE program and for the bilingual teachers. The unclear direction in the process complicated the understanding of the participants to implement the DLBE program. The participants felt overwhelmed because of the multiple teaching demands. Nevertheless, the use of translanguaging practices and more Spanish in the implementation changed some of the participants ideologies. As a district the ideological clarity of the participants was not endorsed preventing them to inform their praxis and to contest hegemonic ideology in the DLBE program. Consequently, the lack of a robust DLBE implementation prevented the enhancement of the participants' praxis with this experience.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379700652Subjects--Topical Terms:

1148431
Bilingual education.
Subjects--Index Terms:

Emergent bilingualsIndex Terms--Genre/Form:

554714
Electronic books.

Experiencing Transition : = Bilingual Teachers' Voices in a Dual Language Program.
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504 $a Includes bibliographical references
520 $a The purpose of this qualitative study is to gain insight into the experience of bilingual teachers undergoing a change of bilingual education program, from a TBE model to a DLBE model . This study documents the ways the bilingual teachers experienced changes in their language ideologies, their teaching practices, and the support, or lack thereof, from the administration and the community. This study contributes to the existing literature on bilingual teachers and bilingual education by centering the voices of the teachers during the process of change of bilingual education models. The study also adds to the literature because of the use of theoretical lenses of translanguaging and borderlands theories to study bilingual teachers' experience in this conjuncture. Multiple data were collected and analyzed from twenty-five bilingual teachers' individual interviews, three bilingual teachers' focus groups interviews, artifacts (timelines, professional development documents, lesson plans, and anchor charts), and observations of the teaching practices of one dual language bilingual education teacher. The COVID 19 Pandemic and remote learning took precedence over the DLBE program implementation. Findings suggested the lack of prioritization of the DLBE program and enough guidance and support for the DLBE program and for the bilingual teachers. The unclear direction in the process complicated the understanding of the participants to implement the DLBE program. The participants felt overwhelmed because of the multiple teaching demands. Nevertheless, the use of translanguaging practices and more Spanish in the implementation changed some of the participants ideologies. As a district the ideological clarity of the participants was not endorsed preventing them to inform their praxis and to contest hegemonic ideology in the DLBE program. Consequently, the lack of a robust DLBE implementation prevented the enhancement of the participants' praxis with this experience.
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653 $a Bilingual teachers
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