Portland State University. Department of Educational Leadership and Policy
Esperanza De La Vega
Date of Award
Doctor of Education (Ed.D.) in Educational Leadership: Curriculum and Instruction
Curriculum & Instruction
1 online resource (vi, 188 pages)
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 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 teachersâ€™ 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.
Larson, Carrie Susan, "Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education" (2018). Dissertations and Theses. Paper 4412.