A Case Study of Kindergarten Teachers Mobilizing Translanguaging to Promote Engagement, Biliteracies, and Critical Consciousness
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Curriculum and Instruction
Date of Award
8-14-2024
Abstract
Dual language bilingual education is implemented through various language models that often commodify emergent bilinguals and impose strict language separation. Focusing on language and academic performance limits students’ participation in transformative practices and hinders the development of biliteracy. Monoglossic practices disenfranchised and further marginalized emergent bilinguals academically, culturally, emotionally, and linguistically. This descriptive case study presents the ideologies and pedagogical practices of two Latinx kindergarten educators with unique language, immigration, and education experiences who resist and respond to oppressive practices in North Texas. Their pedagogical practices enact bilingual critical literacies and acompañamiento to support students' academic and identity development. The study used artifacts, surveys, and interviews to reveal their ideologies and definitions of translanguaging as a pedagogical and humanistic practice. Data was analyzed using theoretical analysis and coding that reveal themes of writing definitions, translanguaging ideologies, and writing and critical consciousness practices. This study showcases the ability of passionate and informed educators to leverage translanguaging, acompañamiento, and bilingual critical literacies to foster the development of young children's academic, language, and identity in restricted environments. Some challenges the educators confronted include strict language separation, monoglossic curriculum, and emphasis on standardization. The participants of this study demonstrated the importance and role of educators in supporting young children's connection to their culture and communities. This dissertation has implications for educators, professional development, literacy, teacher programs, and school administrators. The study concludes with recommendations for future studies in critical consciousness, translanguaging, and biliteracy writing in early childhood.
Advisor
Sherri Colby
Subject Categories
Education
Recommended Citation
Almanza, Rocio Ponce, "A Case Study of Kindergarten Teachers Mobilizing Translanguaging to Promote Engagement, Biliteracies, and Critical Consciousness" (2024). Electronic Theses & Dissertations. 1199.
https://digitalcommons.tamuc.edu/etd/1199
