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‘I Want to Do It for the Next Generation’: Perceptions of Former Students and Current Dual Language Teachers on Dual Language Education
Abstract
Research on dual language education has revealed a myriad of benefits for multilingual learners as well as challenges for implementing, maintaining, and further developing the programs. However, few studies have examined perceptions of the programs from former dual language students years after completing the program when they became dual language teachers themselves. Through semi-structured interviews, this qualitative multiple case study focuses on former dual language students who participated in a K-12 program in a Midwest public school district and later returned to teach in the same program. Findings uncover how their dual language experiences influenced their decision to pursue a higher education degree, how they compare themselves to other non-bilingual students, the impact the program made in terms of developing family and community connections, and their decision to give back to the program after they graduated. Participants also reported ways in which the program could be improved, such as providing more academically challenging curriculum in the partner language, preventing teacher turnover or shortage, and featuring administrators that are supportive of the programs and understand the community and partner language. It is hoped that readers will be able to use this information in the future to continue to support dual language programs and make them even better.
Subject Area
Education|Language|Bilingual education
Recommended Citation
Jackson, Magaly L, "‘I Want to Do It for the Next Generation’: Perceptions of Former Students and Current Dual Language Teachers on Dual Language Education" (2023). ETD collection for University of Nebraska-Lincoln. AAI30689448.
https://digitalcommons.unl.edu/dissertations/AAI30689448