The Challenges and Potential for Collaboration and Communities of Practice Among Dual Language Teachers

• In Event: Language Hybridity in Diverse Settings

Abstract

In order to sustain dual language bilingual education (DLBE) and diverse teachers working to foster multilingualism and sociocultural competency, research is needed to examine how teachers working in DLBE schools collaborate with their teaching partners (across language and content) to meet the multifaceted goals of DLBE. Drawing on a critical Communities of Practice framework (Lave & Wenger, 1991; Wenger, 1998), our study examines how a diverse grade-level team of teachers made sense of their community and collaboration as teachers of language and content within a DLBE program. Findings revealed tensions and opportunities for learning among teachers with diverse perspectives. We discuss implications for research in bilingual/second language education and teacher education in understanding and developing collaboration among DLBE teachers.

Authors

• Amanda D. Cataneo, University of Maryland
  Presenting Author

• Melinda E. Martin-Beltran, University of Maryland
  Presenting Author

• Astrid Mariel Sierra Mejia, University of Maryland
  Presenting Author