Professional Development of Dual-Language Teachers: Learning Communities as Potential Sites of Teacher Identity, Agency, and Advocac

Dual language programs are growing steadily in New York City public schools. Most dual-language programs are housed with other programs like general education, special education, or gifted and talented. Within such multiple program schools, dual-language teachers may or may not receive program-specific professional development. This qualitative case study used interviews, observations, and site-documentation to investigate the professional development that Spanish/English dual language teachers at three New York City public schools participated. It specifically explored bilingual teachers' participation in learning communities as potential sites for teacher agency, advocacy, and identity formation. The study found that although dual-language teachers participate in numerous professional development workshops, including learning communities, the majority of the professional development is not program-specific. Bilingual teachers are left with the task of translating general pedagogical practices into bilingual education, including creating bilingual materials and assessments, and defending the relevance of bilingual education within their own schools. This study also found that learning communities, when available, became sites where dual-language teachers' engaged in agency, advocacy, and identity formation. Dual-language teachers engaged in agency when they met on Saturdays to modify literacy curricula to meet the needs of their students. They also became advocates by collectively presenting the dual language program to new administrators with little or no knowledge of its mission. Finally, dual-language teachers shaped their identities by having ongoing interactions and discourse during learning communities with teachers with varied experiences. These findings suggest that in order for dual language programs to continue to grow and be successful, teachers need to participate in program-specific professional development, especially in ongoing learning communities, where teacher identity, agency, and advocacy are cultivated. Administrators play a key role in ensuring that their dual language teachers are receiving the professional development necessary for ongoing teacher and program growth. It is critical that Administrators facilitate the development of learning communities as a space to support and affirm dual-language teachers' beliefs on language and culture and the value of bilingualism.