Advocacy and collaboration in dual language bilingual education policy and practice

Abstract

This article examines the perceptions and experiences of teachers and principals in Dual Language Bilingual Education (DLBE) programs in the U.S. state of Iowa. As part of a five-year project, interview data were collected following yearly summer professional development workshops, designed to improve effectiveness and equity in DLBE education. Analyses focused on educator positioning within language policy and planning processes, perceptions of isolation, and issues of advocacy and collaboration for DLBE teachers. Results suggest that DLBE educators have a distinct need for collaboration among their colleagues to avoid feelings of isolation. They struggle without professional development and advocacy to support their work with marginalized and minoritized students. Finally, pre- and in-service teachers who work with multilingual students need enhanced training to provide effective and equitable instruction, especially considering how embedded institutional racism impacts minoritized language users in U.S. schools. We argue that advocacy efforts should include the development of facilitative language policy structures that support DLBE educator agency, for helping to ensure equal educational opportunity and social justice for marginalized students.