Publication Date
2026
Description
Research has examined bilingual teachers’ work and their
experiences through the theoretical lens of teacher advocacy,
teacher agency, and teacher leadership. This research synthesis
analyzes the current research on the three frameworks in bilingual
education and examines how they intersect. Bilingual teachers
advocated for educational change to address the needs of
emergent bilinguals. Despite various context-specific constraints,
bilingual teachers agentively created bilingual spaces for
linguistically diverse students. Furthermore, bilingual teachers
actively took up leadership roles, demonstrated increased
consciousness, and developed leadership identities. Through this
exploration, this paper proposes a model that integrates the three
frameworks for bilingual teacher education and professional
development.
Journal
INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM
Department
Education
Link to Published Version
https://www.tandfonline.com/doi/full/10.1080/13670050.2026.2651144
DOI
https://doi.org/10.1080/13670050.2026.2651144
Recommended Citation
Kim, Grace Jue Yeon; Weng, Zhenjie; and Zhu, Jingyi. "Bilingual teacher advocacy, agency, and leadership: A model for teacher education and professional development." (2026) .
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Teacher Education and Professional Development Commons