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Bilingualism? An Embedded Case Study of Teachers' and Administrators' Beliefs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Bilingualism? An Embedded Case Study of Teachers' and Administrators' Beliefs./
Author:	Taylor, Marissa.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	230 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-08, Section: A.
Contained By:	Dissertations Abstracts International82-08A.
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28255625
ISBN:	9798569963096

Bilingualism? An Embedded Case Study of Teachers' and Administrators' Beliefs.
Taylor, Marissa.

Bilingualism? An Embedded Case Study of Teachers' and Administrators' Beliefs. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 230 p.

Source: Dissertations Abstracts International, Volume: 82-08, Section: A.

Thesis (Ed.D.)--Northcentral University, 2020.

This item must not be sold to any third party vendors.

Not all students have equal access to world language classes in school, and research has shown access to these classes enhances student outcomes and success in access to higher education institutions. The purpose of this qualitative, embedded case study was to explore the beliefs of teachers and administrators in a school district in northern California on the new California world language policies and initiatives. Specifically, world language policy was chosen because of the numerous recent policies undertaken in California in stark contrast to previous policy. The sample was limited to world language teachers in a northern California school district that had implemented an additional world language graduation requirement exceeding statewide policies. High school teachers and administrators completed surveys and participated in interviews regarding their views of the new policies specific to the district in the study. The analysis of the data was guided by a conceptual framework of second language acquisition, complex dynamic systems theory, situated cognition, zeitgeist, and change management to analyze second language acquisition policies, and subsequent policy implementation. The findings showed teachers did not support the world language graduation requirement. For policy success, teachers and administrators requested training in policy detail, pedagogy, and community advocacy. Teachers stated a change in the class schedule, a class size cap, and remedial or alternative courses would assist in policy implementation and second language acquisition. There were perceptions of inequitable access to world language classes for special education students and English language learners. This study has implications for successful policy implementation and points to a lack of knowledge of the policies among teachers and administrators. Future researchers could investigate pedagogical training for diverse learners, equitable access to the Seal of Biliteracy, class schedule changes, and alternative world language course offerings.

ISBN: 9798569963096Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Alternative courses

Bilingualism? An Embedded Case Study of Teachers' and Administrators' Beliefs.
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