Campus Location
Dallas Campus (Online)
Date of Award
7-2025
ORCID
https://orcid.org/0009-0003-5112-9066
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
Jason K. Ward
Second Committee Member or Secondary Advisor
Laura Perry
Third Committee Member or Committee Reader
Tim Stafford
Abstract
This study explored the perspectives of emergent bilingual (EB) educators regarding the value of learning two languages simultaneously for EBs at the elementary level in Texas. The problem examined was that EBs were losing their primary language while acquiring English. More EBs were entering bilingual programs with no language dominance or mixed language dominance, and researchers had explored this issue from various perspectives, including teacher language ideologies and assessment practices based on monolingual standards. This inductive qualitative case study aimed to identify what educators perceived as the benefits of bilingual education in primary classrooms where students learned two languages simultaneously. This study utilized a qualitative case study methodology, examining biliteracy through the theoretical lens of Vygotsky’s sociocultural theory. Semistructured interviews with 10 EB educators in Texas served as the primary data collection method. These educators came from various districts across Texas and had teaching experiences ranging from 0 to more than 20 years. The data analysis employed three coding processes. First, the researcher used in vivo coding to identify recurring language patterns. Second, process coding was used to identify actions and interactions. Third, values coding was used to analyze educators’ expressed beliefs and attitudes. Four central themes emerged from the analysis: (a) linguistic and cultural foundations, (b) cognitive and personal empowerment, (c) instructional design and program execution, and (d) societal and community dynamics. The findings revealed that educators perceived biliteracy as beneficial for developing comprehensive language skills across all domains, affirming cultural identity, enhancing cognitive flexibility, empowering students personally, and providing long-term societal benefits. However, educators identified challenges, including resource limitations and program implementation inconsistencies. This study concluded that biliteracy education was perceived as critical for language preservation and development, extending beyond the classroom to family dynamics and broader society, with significant implications for instructional practices for bilingual program design.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Davis, Maria A., "Emergent Bilingual Educators’ Viewpoint of Biliteracy Spaces: Building Capacity for Language Preservation and Development" (2025). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 919.
https://digitalcommons.acu.edu/etd/919