Sponsor
Portland State University. Department of Educational Leadership and Policy
First Advisor
Esperanza De La Vega
Date of Publication
Spring 6-8-2018
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.) in Educational Leadership: Curriculum and Instruction
Department
Curriculum & Instruction
Language
English
Subjects
Bilingual education, Elementary school teachers, English language -- Study and teaching (Elementary), Multicultural education, Biculturalism
DOI
10.15760/etd.6309
Physical Description
1 online resource (vi, 188 pages)
Abstract
Bilingual students are the fastest growing demographic group in U.S. P-12 public schools and offer promise and hope to our increasingly global workforce. However, many bilingual students are lagging behind in school, too many do not complete high school, and their schooling experiences are overshadowed by racial and linguistic segregation, low-academic tracking, and subtractive educational experiences. There is a growing body of literature that recognizes the importance of bilingual and bicultural teachers and leaders who can include students' linguistic, cultural, and community assets in school. This qualitative research study explores the experiences of a specialized group of elementary bilingual and bicultural teachers that learned English in U.S. P-12 public schools and currently teach bilingual students in Oregon public schools. Through in-depth interviews and classroom observations, this study amplifies the voices of three bilingual teachers as they offer valuable insight into teaching and learning and contribute to how we can create excellent educational experiences for bilingual students. The findings point to how the interconnected nature of language, culture, and identity impacted these bilingual teachers' approach to teaching, the power of culturally responsive practices in the classroom, and the promise of building positive relationships and community with students and families.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
https://archives.pdx.edu/ds/psu/25739
Recommended Citation
Larson, Carrie Susan, "Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education" (2018). Dissertations and Theses. Paper 4412.
https://doi.org/10.15760/etd.6309
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons