An Analysis of Teacher Dilemmas When Teaching Writing in Spanish-English Dual-Language Classrooms

• In Event: Writing Instruction Across Bilingual Education Contexts: Mapping the Landscape and Illuminating Promising Practices

Abstract

The number of dual language immersion (DLI) programs across the US has dramatically increased over the last several years under the promise of equity and bilingualism for all, yet concerns about some of these programs linger (Varghese & Park, 2010; Hadi-Tabassum, 2006). While research has clearly shown the benefits of bilingualism, the impact of DLI programs in the development of bilingualism is still questioned. Further, Williams & Lowrance-Faulhaber (2018) have pointed to limited research on writing instruction in these programs. Because of the focus on writing in college and career readiness standards, writing has become a gateway to students’ success in schools. For these reasons, furthering research in writing in DLI programs represents a critical step in assuming our educational responsibility for emergent bilinguals (EB). The goal of this research was to better understand educators’ ideologies and experiences related to writing development of EB in DLI programs.
The data used in this study came from interviews with elementary-school bilingual teachers in two districts – one in the Midwest and one in the Southwest of the US. Participants shared writing samples from selected students in Spanish and English, the languages of instruction in these programs. Researchers analyzed interviews through an activity theory lens (e.g., Engeström, 1999) to explore tensions and dilemmas and used iterative coding to identify salient themes (Saldaña, 2009) related to teachers’ ideologies and practices around writing instruction. Teachers and researchers used the writing samples to discuss how EBs used language and to highlight teachers’ approaches to evaluating language development.
Findings suggest that teachers’ perceptions of the writing ability of EBs was sometimes inconsistent across students or across languages. Educators’ need to negotiate curricula and policies not designed with EBs in mind resulted in adoption of instructional practices that at times contradicted educators’ beliefs. While all educators reported leveraging students’ language practices during teaching and learning, their assessment often relied on resources and tools that reinforced hegemonic monolingual ideologies about language use. Often, these tools were accompanied by curricula and professional learning opportunities developed for English-only instructional environments and did not reflect DLI contexts. To address the needs for an instructional approach aligned to their program’s goals, their beliefs and the language practices of EBs, teachers turned to each other for support. Through formal and informal collaboration, teachers exchanged ideas and learned from each other’s experiences.
Based on the findings from the study and a literature review, the authors propose a framework for teaching writing in DLI programs. The framework centers on teachers’ adoption of a clear pedagogical stance aligned to the goal of bilingualism, a linguistically flexible approach to teaching writing, and a translingual assessment system that takes into account what EBs can do across languages. This framework aims to provide educators and policymakers with a foundation for developing instructional resources, including assessment tools and professional development, that meet the needs of DLI programs and capitalize on the assets of EBs. Incorporating a translingual approach in DLI programs will ensure EBs’ language practices are truly recognized and valued.

Authors

• Mariana Castro, University of Wisconsin - Madison

• Jacqueline da Cunha, University of Wisconsin - Madison