Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
Nadeen T. Ruiz
This study examined how the lived experiences of Latinx bilingual teachers influenced their path toward two-way immersion (TWI) programs and informed the development of their beliefs about education. This research was designed as a qualitative multiple case study, with triangulated data points including surveys, dialogues, and journals. The results were analyzed using pattern matching and cross-case analysis. Underpinned by Critical Race Theory (CRT), both LatCrit and Counter-Storytelling were utilized to add dimension to the Latinx experience, which not only takes into consideration experiences of migration, immigration status, language, and ethnic identities, but also rejects the notion that there is a linear uplift and improvement of racial progress in the United States (Corbado, 2011). The findings revealed that Latinx bilingual teachers' lived experiences informed their decision to become teachers as well as the development of their beliefs about education. In particular, it revealed a desire to position themselves as role models con ganas (Urrieta, 2007) in their practice, which demonstrates a commitment to improve the educational experiences of Latinx students.
ESL/ ELLs, Social Justice, Teachers/ Teaching, Bilingual Education, Immersion Education
Becerra-Cárdenas, José, "Yo Soy Mi Idioma: Latinx Bilinguals’ Journeys To Two-way Immersion Education" (2021). School of Education Student Capstone Theses and Dissertations. 4518.
School of Education Student Capstone Theses and Dissertations