Remodeling Dual-Language Programs: Teachers Enacting Programmatic Agency Within Competing Priorities

• In Event: Perspectives on Dual Language Programs (Spanish-English Bilingual Session)

Abstract

There are competing tensions within dual language (DL) programs that affect the quality of education students receive, particularly language minority students. Using a critical lens, this qualitative study explores how DL teachers exhibit a critical consciousness and their perceptions of agency as language policymakers. Through interviews, focus groups, and surveys, the findings illustrate teachers demonstrate awareness of these tensions, leading some to take action by remodeling their programs. While these agentive teachers act as local language policymakers in their classroom, they are inhibited by the guilt incurred by their covert actions. We need to name and grow DL teacher agency so they can more confidently enact more equitable, dynamic language practices regardless of top-down, restrictive mandates.

Authors

• Alexandra Babino, Texas A & M University - Commerce

• Mary Amanda Stewart, Texas Woman's University