Dialogical acompañamiento: Towards co-agentive coaching for biliteracy praxis

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 3
  In Roundtable Session: Preparing and Supporting Bilingual Teachers

Abstract

This qualitative case study draws on sociocultural theory (Vygotsky, 1978) and dialogical acompañamiento (Levia Guerrero, 2019; Sepúlveda, 2011) to examine how a Latina dual language teacher developed authentic, meaning‑centered Spanish literacy pedagogy through a two‑year relational coaching partnership. Using discourse analysis of co‑agential moments (CaMs) from co‑planning, observations, and reflective dialogues, we trace how coaching supported the teacher in leveraging her own and her students’ linguistic and cultural resources, designing purposeful Spanish literacy instruction, and maintaining high expectations for all learners. Findings show how trust, critical reflection, and emotional attunement fostered pedagogical shifts and expanded the teacher’s agency within English‑centric DLBE mandates. This study offers a grounded example of equity‑driven coaching that sustains biliteracy as a practice of educational justice.

Authors

• Mariana L. Sánchez, University of Maryland

• Sandra Natalia Gutiérrez, University of Maryland - University College

• Melinda E. Martin-Beltran, University of Maryland