Student Linguistic Agency in DLBE Classrooms: Contextual Considerations

• In Event: AERA Roundtable Session Thursday 9:45 am
  In Roundtable Session: Reimagining Programs and Curricular Practices in Dual Language Education

Abstract

This study explored contextual considerations that promote or limit linguistic agency in dual language bilingual education classrooms implementing a science-literacy integrated curriculum. The study drew from sociocultural theory and linguistic scaffolding which center classroom interactions and teacher support as essential in language learning. This descriptive study qualitatively analyzed data from teacher interviews, teachers’ weekly feedback of lessons, videos of teachers teaching lessons, and copies of student work. The findings suggested aspects that hindered (e.g., relying on sentence stems and word banks) and promoted student agency (e.g., differentiating modeling using language according to student needs). The findings could support teachers with instructional practices to foster student linguistic agency and meaningful learning spaces.

Authors

• Maria Auxiliadora Cerrato, Georgia State University

• Lisa Domke, Georgia State University