Dual Language programs (DLPs) are being established at a rapid pace in the US (Gross, 2016), and DL teachers are poised to play a crucial role in the successful implementation of these important programs. To further understand DL teachers’ role in transforming education through their participation in DLPs, this study uses participant testimonios to document Latinx DL teachers’ past personal and professional experiences with oppressive educational structures and how their past affects their current work in DLPs. First, this study adds to resistance theory and LatCrit research by also examining DL teachers’ perception of their role as social change agents to further promote a social justice framework. Next, this study adds DL teacher narratives as a valid form of epistemology that promotes a body of research by and for DL teachers. Finally, this study provides additional insight to DL program administrators, parents, board members, and other teachers on DL teachers’ perceptions through their own words.
|Advisor:||Zarate, Maria E.|
|Commitee:||Malagon, Maria, Mossman-Marroquin, Beth|
|School:||California State University, Fullerton|
|School Location:||United States -- California|
|Source:||DAI-A 80/06(E), Dissertation Abstracts International|
|Subjects:||Bilingual education, Teacher education|
|Keywords:||Dual immersion, Dual language, Teachers, Testimonios|
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