Dialogic Pedagogies in Digital Spaces: Online Coursework and Coaching for Advocacy in Dual-Language Bilingual Education

• In Event: Criticality, Dialogism, and Advocacy in Online Teacher Education: Exploring Avenues and Intersections Toward Equitable Futures

Abstract

Authors examined how coursework and coaching designed for dual language bilingual education educators can foster criticality, dialogism, and advocacy among in-service teachers working with multilingual learners. Using mixed methods, researchers analyzed data from an 18-month program with 19 K-5 teachers, including survey and qualitative data from 90 coaching sessions through critical discourse analysis and thematic coding. Findings demonstrate how dialogic spaces enabled educators to critically reflect on their perceptions of bilingualism, shifting from “language as a problem” orientations toward solutions-orientations. Teachers incorporated translanguaging strategies, recognized ethical implications of language ideologies, and developed advocacy skills for multilingual learners. This work demonstrates how professional development centered in criticality and dialogism can transform teachers’ beliefs and actions toward more equitable educational environments.

Authors

• Santiago Parra Giraldo, Purdue University

• Ofelia Castro Schepers, Purdue University

• Jennifer Renn, Purdue University