Working Collaboratively With DLBE (Dual Language Bilingual Education) Teachers: Creating a Sociocultural Competence Toolkit to Inform Classroom Practice

• In Event: Promoting and Assessing Sociocultural Competence in Dual Language Bilingual Education Programs

Abstract

Objectives:
This study seeks to address the scarcity of research and pedagogical resources available to promote sociocultural competence (SCC) in dual language bilingual education (DLBE) programs. Specifically, we share results and products of the collaboration between researchers and practitioners that culminated in the joint development of the SCC Toolkit.


Conceptual Framework
The field has been grappling with what SCC is and what it looks like in the classroom. Based on a comprehensive review of the literature on SCC, supplemented by related literature on critical consciousness, culturally sustaining pedagogy, anti-racist pedagogy, and decolonizing pedagogy, the research team identified four facets that comprise the construct of SCC: 1) identity affirmation, 2) appreciation for diversity, 3) interpersonal collaboration, and 4) civic mindedness These facets were used as the point of departure for the development of the SCC Toolkit.


Methods
The study employed a qualitative case study approach to explore outcomes of a 2-year collaboration between university researchers and elementary and secondary DLBE teachers in a school district with a high percentage of Latinx students and a strong history of DLBE implementation. The collaboration consisted of monthly PLC meetings held at each school site.
Two university researchers participated in each meeting along with the teachers. We prioritized collaborative principles throughout the study to ensure that teachers’ voices were not only heard but also valued. Rather than conducting research on the teachers, our aim was to equalize the relationship and to work with the teachers and coaches respecting their knowledge and expertise (Feldman & Weiss, 2010; Pillow, 2003). The collective notes and artifacts generated during each meeting were coded for emerging themes (Saldaña, 2009).


Findings
The resulting SCC Toolkit is a resource for DLBE teachers that consists of the following elements: 1) introduction; 2) overview of PLCs as humanizing spaces; 3) two SCC activity banks, one for grades 3-5 and the other for grades 6-8; 4) conclusion; and 5) appendix with supplementary resources, such as classroom posters and graphic organizers. Initial findings indicate that teachers find it easier to promote certain facets of SCC, such as identity and diversity, while civic-mindedness and interpersonal collaboration might require more attention. Additionally, it is important to keep in mind that students need to be provided with opportunities to apply critical thinking.


Scholarly Significance
The creation of the SCC Toolkit is an important step in the elevation of this goal of DLBE, one that is strengthened by the alignment of the activities with the four identified facets of SCC. Moreover, the collaborative tenets maintained throughout the study, particularly with teachers driving the topics of PLCs and forefronting the realities of their students, were done with the intent to respect and amplify DLBE teachers’ and coaches’ voices as the experts that they are and complement the case study by creating a space of open exchange and reciprocal learning (Filipiak, 2018).

Authors

• Elizabeth R. Howard, University of Connecticut

• Sandra S. Silva-Enos, Providence College

• Elena Sada, Boston College

• Dominique Galvez, University of Connecticut

• Manuela Wagner, University of Connecticut