Translanguaging-informed beliefs and practices of Spanish-English middle school bilingual teachers upon completion of an online professional development

Abstract

• Mixed methods study about an online professional development for bilingual teachers. • Bilingual teachers increased their positive beliefs about multilingualism. • Bilingual teachers gained confidence in their ability to implement best practices. • Bilingual teachers overcame filters that inhibit best practices for multilingual students. As part of a U.S. Department of Education grant, we developed over 60 hours of online professional development (OPD) modules in Spanish. This mixed methods study: (1) explores Spanish-English middle school bilingual teachers’ (MSBTs') shifts in language ideologies before and after completing the OPD, and (2) investigates if and how OPD resources support implementation of practices that reflect translanguaging pedagogy. Data sources include pre- and post-OPD survey results and semi-structured interviews. The two surveys were analyzed based on their scales; the interviews were analyzed iteratively using inductive and deductive codes. Survey analysis showed positive shifts in MSBTs’ beliefs and increased confidence regarding their ability to implement culturally and linguistically responsive instruction. The participants evidenced the use of knowledge and tools from the OPD to overcome filters (Bacon, 2020) to translate their language ideologies into practice.

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