Translanguaging-informed beliefs and practices of Spanish-English middle school bilingual teachers upon completion of an online professional development

Publication Date

4-1-2025

Document Type

Article

Publication Title

Linguistics and Education

Volume

86

DOI

10.1016/j.linged.2025.101395

Abstract

As part of a U.S. Department of Education grant, we developed over 60 hours of online professional development (OPD) modules in Spanish. This mixed methods study: (1) explores Spanish-English middle school bilingual teachers’ (MSBTs') shifts in language ideologies before and after completing the OPD, and (2) investigates if and how OPD resources support implementation of practices that reflect translanguaging pedagogy. Data sources include pre- and post-OPD survey results and semi-structured interviews. The two surveys were analyzed based on their scales; the interviews were analyzed iteratively using inductive and deductive codes. Survey analysis showed positive shifts in MSBTs’ beliefs and increased confidence regarding their ability to implement culturally and linguistically responsive instruction. The participants evidenced the use of knowledge and tools from the OPD to overcome filters (Bacon, 2020) to translate their language ideologies into practice.

Keywords

Bilingual education, Culturally and linguistically responsive teaching, Language ideologies, Mixed methods, Teacher professional development, Translanguaging

Department

Teacher Education

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