Date of Award
1-24-2024
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
School of Education
First Advisor
Amy Heineke
Abstract
The purpose of this explanatory, mixed-methods research study was to understand dual language teachers’ language ideologies using a pluralist theory of bilingualism called translanguaging (García et al., 2017). Translanguaging is also a pedagogy that teachers can employ to help emergent bilingual students grow and learn. The research design employed two phases: Phase One used survey research and confirmatory factor analysis to analyze data from 110 dual language teachers across the United States regarding their translanguaging beliefs, attitudes, policies, and practices. Phase Two used one-on-one interview data from three dual language teachers who completed the Phase Two survey. Using these data, the second research phase utilized deductive analysis and critical discourse analysis to deeply analyze dual language teachers’ belief systems around translanguaging and emergent bilinguals in dual language programs. Findings revealed a spectrum of beliefs, attitudes, policies, and practices across teachers and programs. Findings also showed that translanguaging within U.S. dual language programs (a) has lacked momentum, (b) remained contested, and (c) that its implementation typically rested in individual decision-making rather than from official language policy. Finally, the study shared recommendations for dual language scholars, teacher educators, policymakers, administrators, and teachers to bolster translanguaging identities and practices in programs.
Recommended Citation
Elliott, Joseph P., "Understanding Dual Language Teachers' Language Ideologies Using Translanguaging Theory and Pedagogy: A Mixed-Methods Approach" (2024). Dissertations. 4148.
https://ecommons.luc.edu/luc_diss/4148
