Case Study of Dual Language Teacher Certification: New Evidence-based Solutions to the National Teacher Shortage

• In Event: Innovations in Pre-Service Teacher Education: Supporting Equity, Language, and Global Citizenship

Abstract

This multiple-case study examines how a public university Dual Language Teaching Certificate Program (DLPCP; part of coursework offered in Spanish) supported dual language teacher preparation of nine bilingual preservice teachers. Participants engaged in one of three focal to the study contexts: Spanish-language DLCP, Spanish-language tutoring, or English-language traditional classes. Through thematic analysis of interview transcripts, three themes emerged: program strengths and weaknesses, impactful learning experiences, and the influence of cultural and linguistic identity on career goals. Participants valued bilingual coursework, hands-on tutoring, and culturally responsive pedagogy, but noted concerns with course redundancy and inconsistent practicum support. Findings highlight the importance of identity-affirming preparation for multilingual educators and offer insights to strengthen dual language certification pathways.

Authors

• Gamze Karaer, Washington State University

• Anne Marie Guerrettaz, Washington State University

• Genoveva Vega, Washington State University

• Yun-Ju Hsiao, Washington State University - Tri-Cities

• Yuliya Ardasheva, Washington State University - Tri Cities

• Shenghai Dai, Washington State University

• Danica Garcia, Washington State University - Tri-Cities

• Lindsay K. Lightner, Washington State University

• Onur Ramazan, Chinese University of Hong Kong

• Adam Ulysess Coldiron, Washington State University