Publication Date

9-23-2025

Description

Bilingual teachers enact agency as language policymakers and advocate for

students in providing holistic support. This ethnographic study examines 2nd

and 4th grade Spanish-English dual language bilingual education teachers’

agentive actions in implementing pedagogical strategies informed by translanguaging

and funds of knowledge during blended learning in 2021. The

findings revealed that the teachers identified challenges and posed questions

as they transitioned to blended learning for the first time. They celebrated

the positives of returning to in-person schooling, agentively

navigated the new environment, and provided holistic support for the

students. The teachers also supported emergent bilingual students’ language

and content learning by drawing upon students’ full linguistic and

cultural repertoires. The teachers’ incorporation of translanguaging and

funds of knowledge connected students’ learning in home and communities

with the school curriculum. The teachers built bridges between students’

learning at home and in communities with that in schools, ultimately creating

relevant learning spaces.

Journal

Journal of Language, Identity & Education

First Page

1

Last Page

17

Department

Education

DOI

https://doi.org/10.1080/15348458.2025.2541745

Download

Share

COinS