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Dual Language Teacher Descriptions o...

Rodriquez, Rebecca Chapman,

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Dual Language Teacher Descriptions of Teaching Cultural Competence /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Dual Language Teacher Descriptions of Teaching Cultural Competence // Rebecca Chapman Rodriquez.
Author:	Rodriquez, Rebecca Chapman,
Description:	1 electronic resource (338 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
Contained By:	Dissertations Abstracts International86-11A.
Subject:	Bilingual education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32041871
ISBN:	9798315759577

Dual Language Teacher Descriptions of Teaching Cultural Competence /
Rodriquez, Rebecca Chapman,

Dual Language Teacher Descriptions of Teaching Cultural Competence /Rebecca Chapman Rodriquez. - 1 electronic resource (338 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: A.

This qualitative descriptive study explores how dual language immersion (DLI) teachers describe their teaching of cultural competence in the Southwestern United States. It addresses a gap in understanding how cultural competence is explicitly taught in DLIclassrooms. Grounded in Lantolf's Sociocultural Competency Theory, the study examines how teachers integrate cultural competence into instruction to support students' bilingualism, biliteracy, and sociocultural development. The central research question is: How do dual language teachers describe their teaching of cultural competence? Using a qualitative descriptive design, the study employed semi-structured interviews with public school dual language teachers to represent diverse perspectives. Data were analyzed using Braun and Clarke's thematic analysis to identify themes in teachers' descriptions of cultural competence instruction. Key themes included instructional strategies, curricular integration, and challenges in fostering cultural competence. Findings suggest teachers embed cultural competence through authentic texts, discussions, and project-based learning but face challenges such as limited professional development and resources. This study contributes to research on cultural competence in DLI by providing insight into teachers' practices and perceived challenges. Findings have implications for professional development, curriculum design, and policy initiatives. Future research may examine the role of administrative support and community engagement in strengthening cultural competence instruction.

English

ISBN: 9798315759577Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Cultural competence

Dual Language Teacher Descriptions of Teaching Cultural Competence /
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500 $a Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
500 $a Advisors: Silvers, Esther Committee members: Underwood, Rehema; Treat, Kristopher.
502 $b Ed.D. $c Grand Canyon University $d 2025.
520 $a This qualitative descriptive study explores how dual language immersion (DLI) teachers describe their teaching of cultural competence in the Southwestern United States. It addresses a gap in understanding how cultural competence is explicitly taught in DLIclassrooms. Grounded in Lantolf's Sociocultural Competency Theory, the study examines how teachers integrate cultural competence into instruction to support students' bilingualism, biliteracy, and sociocultural development. The central research question is: How do dual language teachers describe their teaching of cultural competence? Using a qualitative descriptive design, the study employed semi-structured interviews with public school dual language teachers to represent diverse perspectives. Data were analyzed using Braun and Clarke's thematic analysis to identify themes in teachers' descriptions of cultural competence instruction. Key themes included instructional strategies, curricular integration, and challenges in fostering cultural competence. Findings suggest teachers embed cultural competence through authentic texts, discussions, and project-based learning but face challenges such as limited professional development and resources. This study contributes to research on cultural competence in DLI by providing insight into teachers' practices and perceived challenges. Findings have implications for professional development, curriculum design, and policy initiatives. Future research may examine the role of administrative support and community engagement in strengthening cultural competence instruction.
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590 $a School code: 1582
650 4 $a Bilingual education. $3 2122778
650 4 $a Education. $3 516579
650 4 $a Foreign language instruction. $3 3541319
653 $a Cultural competence
653 $a Dual language immersion
653 $a Sociocultural competence
653 $a Sociocultural theory
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690 $a 0515
690 $a 0444
710 2 $a Grand Canyon University. $b College of Doctoral Studies. $e degree granting institution. $3 3759077
720 1 $a Silvers, Esther $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-11A.
790 $a 1582
791 $a Ed.D.
792 $a 2025
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