Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists

195 Pages·2017·2.1 MB·English

Portland State University
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Dissertations and Teses Dissertations and Teses
Spring 6-2-2014
Understanding Biliteracy: Exploring the Lived Experiences of
Bilingual Reading Specialists
Tatiana Margarita Cevallos
Portland State University
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Cevallos, Tatiana Margarita, "Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists" (2014).
Dissertations and Teses. Paper 1790.
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Understanding Biliteracy: Exploring the Lived Experiences of

Bilingual Reading Specialists

by

Tatiana Margarita Cevallos

A dissertation submitted in partial fulfillment of the
requirements for the degree of

Doctor of Education
in
Educational Leadership: Curriculum & Instruction

Dissertation Committee:
Emily de la Cruz, Chair
Esperanza De La Vega
Samuel Henry
Susan Conrad

Portland State University
2014
© 2014 Tatiana Margarita Cevallos
i

Abstract

Over the past 20 years, the United States has seen a rapid increase in school age
students entering PK-12 schools for whom English is not their primary home language.
These students are known as English learners (ELs). In Oregon, 77% of ELs speak
Spanish and constitute the largest minority group, 21% of the total K-12 student
enrollment in 2011-2012. With such potential for bilingualism in schools, bilingual
teachers should be prepared to teach biliteracy effectively, especially in the early school
years when students learn to read. There is an increasing demand for bilingual teachers in
Oregon each year to teach in bilingual programs, particularly at the primary grade levels.
However, for the most part, the emphasis of instruction and teacher preparation is on
developing student English skills rather than supporting bilingualism (Flores, Sheets, &
Clark, 2011; Macedo, Dendrinos, & Gounari, 2003; Wink, 2005).
There is a need in Oregon to effectively prepare bilingual teachers who can help
Spanish-speaking students develop biliteracy skills in the early grades. The purpose of
this qualitative phenomenological study was to explore in depth the lived experiences
among Oregon bilingual reading specialists in relation to biliteracy. The research
question was “How do bilingual reading specialists understand the phenomena of
teaching biliteracy to bilingual students?” Three themes emerged from the interviews
conducted: collaboration, language and caring. The insights gained from the lived
experiences of bilingual reading specialists can allow teacher educators, school district
personnel, and state policy makers to better understand the phenomenon of developing
biliteracy and change the way we prepare bilingual teachers in Oregon regarding
ii

biliteracy pedagogy. Recommendations are offered for stakeholders, such as the need to
include courses in biliteracy as part of the initial teaching license, deliver courses in
Spanish, and provide practicum experiences that prepare bilingual teachers and reading
specialists to collaborate with colleagues and families. Also, it is important that some of
the strategies identified at the state level as part of the English Learner Strategic Plan
specifically focus on biliteracy and dual language programs.
iii

Dedication

A mi hijo Isaac.

To my son Isaac.
iv

Acknowledgments
This journey has been filled with learning, joy, challenges and long days. I first
want to thank God for opening every door for my studies and work. Dios guided me and
steered me into a learning journey, both as student and teacher.
Next, I want to thank my family for always supporting and encouraging me.
I would also like to thank my advisor, Dr. Emily de la Cruz, and my dissertation
committee: Dr. Esperanza de la Vega, Dr. Samuel Henry, and Dr. Susan Conrad. Thank
you for challenging me, guiding me and encouraging me to explore qualitative research.
I also want to thank the participants in this study. I am honored to have worked
with you and learned from you as you openly and honestly shared your experiences. I am
excited and inspired to continue researching in this area.
I want to thank my friends and colleagues, Carol, Becky, Brenda, Susanna, Ginny,
Linda, Terry, David and Paulina who have encouraged me and supported me in so many
ways along this journey.
Last, but not least, I want to thank my husband, Derek, for his support and for
teaching me to write in English.
v

Table of Contents

Page

Abstract ................................................................................................................................ i
Dedication .......................................................................................................................... iii
Acknowledgments.............................................................................................................. iv
List of Tables ..................................................................................................................... ix
List of Figures ......................................................................................................................x

Chapter One
Introduction ..........................................................................................................................1
Definition of Terms..................................................................................................2
Demographic Trends in Schools ..............................................................................7
Schools’ Approach to Bilingualism .........................................................................8
` Personal Interest in Biliteracy Teacher Preparation ...............................................11
Reading Endorsement Program With Emphasis in Biliteracy ...............................12
Statement of Problem .............................................................................................13
Summary ................................................................................................................15
Chapter Two
Literature Review...............................................................................................................17
Education of Minority Populations From a Critical Pedagogy Perspective ..........18
Subtractive Bilingualism Frames Teacher Preparation in Oregon ........................21
Critical Pedagogy Approach to Bilingual Teacher Preparation .............................25
Preparation of Bilingual Reading Specialists ........................................................29
Summary ................................................................................................................33
vi

Chapter Three
Methodology ......................................................................................................................35
Phenomenological Methodology ...........................................................................36
Rationale for Selecting Phenomenology ................................................................38
Research Setting.....................................................................................................39
Students ......................................................................................................41
Participants .............................................................................................................42
Bilingual Reading Specialists ....................................................................43
Participant Selection ..................................................................................44
Role of the Researcher ...........................................................................................48
Data Collection ......................................................................................................49
Epoche........................................................................................................50
Interviews ...................................................................................................50
Data Analysis .........................................................................................................53
Trustworthiness ......................................................................................................55
Bias ............................................................................................................56
Reatcivity ...................................................................................................57
Timeline .................................................................................................................58
Research Ethics ......................................................................................................58
Summary ................................................................................................................58
Chapter Four
Finding and Analysis .........................................................................................................60
Findings..................................................................................................................61
vii

Essence of Being a Bilingual Reading Specialist ..................................................62
Themes ...................................................................................................................63
Collaboration .............................................................................................65
Collaboration with Teachers .....................................................................66
Collaboration with Patents ........................................................................72
Language ...................................................................................................77
Professional Development is not Focused in Spanish ..............................79
Program Issues ..........................................................................................84
Additive Views of Spanish .......................................................................87
Caring ........................................................................................................92

Engaging Students to Read ........................................................................93

Motivating Students to Read .....................................................................97

Analysis................................................................................................................102
Analysis of Distinct Experiences .............................................................103
Synthesis of Findings ...........................................................................................108
Composite Description.............................................................................109
Epoche and its Role .................................................................................110
Summary ..............................................................................................................114
Chapter Five
Discussion, Recommendations, and Future Research .....................................................115
Findings and Their Connections to the Literature ...............................................116
Critical Pedagogy .....................................................................................116
Teacher Preparation .................................................................................125