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Teacher Perceptions of Sociocultural...

Palmieri, Angela.

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Teacher Perceptions of Sociocultural Competence in Dual Language Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher Perceptions of Sociocultural Competence in Dual Language Education./
Author:	Palmieri, Angela.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	287 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
Contained By:	Dissertations Abstracts International83-06A.
Subject:	Bilingual education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28776683
ISBN:	9798759944195

Teacher Perceptions of Sociocultural Competence in Dual Language Education.
Palmieri, Angela.

Teacher Perceptions of Sociocultural Competence in Dual Language Education. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 287 p.

Source: Dissertations Abstracts International, Volume: 83-06, Section: A.

Thesis (Ed.D.)--University of California, Los Angeles, 2021.

This exploratory qualitative study explored the perceptions of sociocultural competence held byK-8th dual language immersion (DLI) teachers. Twenty-one K-8th dual language immersionteachers from California were recruited to participate in this study, which sought to understandhow K-8th DLI teachers a) perceive and define sociocultural competence, b) explain theimplementation strategies and practices that they utilize when addressing socioculturalcompetence in their classrooms, c) explain the barriers that they face when attempting to addresssociocultural competence in DLI settings, and d) describe the learning experiences in preserviceand inservice dual language teacher education that contributed to their knowledge ofsociocultural competence. The four research questions that guided this study were writtenutilizing some of the principles of Vygotsky's sociocultural theory, which reinforce theinextricable connection between language and culture in dual language education, the importance of sociocultural competence as the foundation for language learning, as well as the foundationfor the argument that sociocultural competence needs to be intentionally operationalized duringinstruction (Freire, 2019). Each of the research questions resulted in one key finding. Thefindings were used to develop three recommendations for DL educators that can be utilized tohelp address sociocultural competence in dual language education. This study offers acontribution to a knowledge base to further understand sociocultural competence as amultidimensional and complex construct, in order to further explore how to operationalizesociocultural competence DL classrooms. This research provides salient knowledge for languagescholars and practitioners on sociocultural competence in dual language education. Furtherresearch on the operationalization of sociocultural competence in dual language settings isneeded. Importantly, this study acts as a call to action to dual language educators to positioncritical consciousness at the forefront of the conversations around sociocultural competence, inorder to address the inequities that continue to perpetuate systems of oppression, and theneoliberal, English-hegemonic policies that continue to marginalize language minoritizedstudents and Communities of Color in dual language education.

ISBN: 9798759944195Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Critical consciousness

Teacher Perceptions of Sociocultural Competence in Dual Language Education.
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520 $a This exploratory qualitative study explored the perceptions of sociocultural competence held byK-8th dual language immersion (DLI) teachers. Twenty-one K-8th dual language immersionteachers from California were recruited to participate in this study, which sought to understandhow K-8th DLI teachers a) perceive and define sociocultural competence, b) explain theimplementation strategies and practices that they utilize when addressing socioculturalcompetence in their classrooms, c) explain the barriers that they face when attempting to addresssociocultural competence in DLI settings, and d) describe the learning experiences in preserviceand inservice dual language teacher education that contributed to their knowledge ofsociocultural competence. The four research questions that guided this study were writtenutilizing some of the principles of Vygotsky's sociocultural theory, which reinforce theinextricable connection between language and culture in dual language education, the importance of sociocultural competence as the foundation for language learning, as well as the foundationfor the argument that sociocultural competence needs to be intentionally operationalized duringinstruction (Freire, 2019). Each of the research questions resulted in one key finding. Thefindings were used to develop three recommendations for DL educators that can be utilized tohelp address sociocultural competence in dual language education. This study offers acontribution to a knowledge base to further understand sociocultural competence as amultidimensional and complex construct, in order to further explore how to operationalizesociocultural competence DL classrooms. This research provides salient knowledge for languagescholars and practitioners on sociocultural competence in dual language education. Furtherresearch on the operationalization of sociocultural competence in dual language settings isneeded. Importantly, this study acts as a call to action to dual language educators to positioncritical consciousness at the forefront of the conversations around sociocultural competence, inorder to address the inequities that continue to perpetuate systems of oppression, and theneoliberal, English-hegemonic policies that continue to marginalize language minoritizedstudents and Communities of Color in dual language education.
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