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Understanding Dual Language Teachers...

Elliott, Joseph P.,

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Understanding Dual Language Teachers' Language Ideologies Using Translanguaging Theory and Pedagogy: A Mixed-Methods Approach /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Understanding Dual Language Teachers' Language Ideologies Using Translanguaging Theory and Pedagogy: A Mixed-Methods Approach // Joseph P Elliott.
Author:	Elliott, Joseph P.,
Description:	1 electronic resource (184 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
Subject:	Bilingual education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30692153
ISBN:	9798381426700

Understanding Dual Language Teachers' Language Ideologies Using Translanguaging Theory and Pedagogy: A Mixed-Methods Approach /
Elliott, Joseph P.,

Understanding Dual Language Teachers' Language Ideologies Using Translanguaging Theory and Pedagogy: A Mixed-Methods Approach /Joseph P Elliott. - 1 electronic resource (184 pages)

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

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 (Garcia 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.

English

ISBN: 9798381426700Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Translanguaging

Understanding Dual Language Teachers' Language Ideologies Using Translanguaging Theory and Pedagogy: A Mixed-Methods Approach /
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100 1 $a Elliott, Joseph P., $e author. $3 3816089
245 1 0 $a Understanding Dual Language Teachers' Language Ideologies Using Translanguaging Theory and Pedagogy: A Mixed-Methods Approach / $c Joseph P Elliott.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 1 electronic resource (184 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
500 $a Advisors: Heineke, Amy J. Committee members: Papola-Ellis, Aimee; Fujimoto, Ken; Wan, Guofang.
502 $b Ed.D. $c Loyola University Chicago $d 2023.
520 $a 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 (Garcia 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.
546 $a English
590 $a School code: 0112
650 4 $a Bilingual education. $3 2122778
650 4 $a Language. $3 643551
650 4 $a Pedagogy. $3 2122828
650 4 $a Translation studies. $3 3310485
653 $a Translanguaging
653 $a Teachers
653 $a Dual language teachers
653 $a Decision-making
653 $a Teacher educators
690 $a 0282
690 $a 0213
690 $a 0456
690 $a 0679
710 2 $a Loyola University Chicago. $b School of Education. $e degree granting institution. $3 3816090
720 1 $a Heineke, Amy J. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-07A.
790 $a 0112
791 $a Ed.D.
792 $a 2023
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30692153