A study of teacher engagement in a dual language program

Dublin Core


A study of teacher engagement in a dual language program


MS Ed: Teaching Literacy


Researchers have found that high-quality and long-term dual language programs promote academic achievement and high levels of language proficiency for learners from both language groups (Hood, 2011). The purpose of this study was to explore how a dual language approach was fostered in a new school designed to promote bilingual education. The study analyzed teachers' efforts to navigate language learning, teaching, and cultural assumptions. Results indicate that the dual language approach in the new school was supported through effective collaboration and planning to meet the needs of diverse English Language Learners. This study also explored the importance of lived teacher experiences of this new school. Each teacher was brought into the school with a different educational background. Although their backgrounds were different, they were brought into the school to work towards the school's goal: creating a successful dual language program. Their perception of what the program was going to be like before starting the school year went through major changes throughout the first four months of school. Teachers' understandings changed as a result of a series of meetings that were held throughout the first four months discussing the program and its effectiveness for students. Teachers' ability to share their ideas and feelings about what was working and what was not working was important for the change in attitudes and building of shared understandings. This study focuses on the six teachers who came together to apply the ideals and methods of the dual language program within each of their classrooms and in the school as a whole.


Bauer, Alexandra

Date Accepted



DeMoss, Karen
Gonzalez, Katia
Frumkin, Rhoda


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Is Part Of

Wagner College Electronic Thesis Collection




82 pages








Bauer, Alexandra, “A study of teacher engagement in a dual language program,” Wagner College Archives and Special Collections, accessed October 5, 2022, https://wagnercollections.omeka.net/items/show/15579.