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2016 TESOL Research Mini-Grant Recipients

The Bilingual Teacher Shortage and Language Ideologies

Allison Briceño
San José State University
United States


ABriceno_PIX_smWhile the demand for bilingual teachers is growing, the shortage of teachers with Bilingual Authorizations is inhibiting the growth of Dual Language programs. As a result, an increase in the number of teachers with a bilingual authorization is imperative to sustain Dual Language programs.

This qualitative study will explore the linguistic ideologies of in-service and pre-service bilingual teachers, as well as bilinguals who elected not to get a bilingual credential. We are seeking to understand: (1) why bilingual teachers choose to be bilingual teachers; (2) why bilinguals chose to become teachers in English-only settings; and (3) the challenges that face recent graduates of bilingual authorization credential programs. Ideological and motivational issues may be leading prospective teachers to decline a career as bilingual teachers. Identification of such issues and proper address may lead to new teacher training pedagogies and recruitment.

Author Bio: Allison Briceño, Ed.D., is an Assistant Professor at San José State University, where she coordinates the Reading Specialist Credential/MA program. A former dual immersion teacher, her work has appeared in journals such as NABE Journal of Research and Practice, Reading Teacher, and Journal of Bilingual Education, Research and Instruction.

This research is also supported by Claudia Claudia Rodriguez-Mojica, Assistant Professor at Santa Clara University and Eduardo Muñoz-Muñoz, advanced doctoral candidate in the Stanford Graduate School of Education. 

An Examination of African High School English Learners’ Negotiation of New Language Learning and Academic Opportunity

Liv T. Dávila
University of Illinois at Urbana-Champaign
United States


LTDavila_Headshot_smThis research examines the language and literacy practices of multilingual sub-Saharan African high school learners of English whose primary home languages are French and Lingala. The inquiry intersects with debates around learning outcomes, academic language development, and identities among adolescent multilingual students. The study’s research questions include: How do students capitalize on a wide range of linguistic repertoires as they develop academic literacy in English? What resources do students draw on as they shape their school trajectories? What support structures within and outside of the classroom, do these students need in order to gain content-relevant language skills? Specific knowledge generated by this research includes: a deepened understanding of how students tap into home language(s) as they learn English; the role of race, gender and social class in new African immigrant and refugee English learners’ language learning; and approaches to preparing teachers who work with multilingual adolescent learners of English.

Author Bio: Liv T. Dávila is a Clinical Assistant Professor in the Department of Curriculum & Instruction at the University of Illinois at Urbana-Champaign.  Her research examines intersections of language learning and identity among multilingual immigrant and refugee students, classroom pedagogies that support access and equity, and global perspectives on immigration and language education.

Improving Preservice Teachers’ use of Technology Integrated Instruction with ELLs

Monica Marie Gonzalez
University of South Florida
United States


headshot_smThis constructivist research employs a case study research design (Merriam, 1998) to understand how eight teacher candidates in their final semester of an undergraduate elementary teacher preparation program use a video elicited reflection tool to analyze their instruction to English Language learners (ELLs). In this research, Vygotsky’s theory of symbolic mediation (1978, 1997) and concepts of teacher beliefs (Nespor, 1987; Pajares, 1992, Richardson 1996) are used to understand how teacher candidates’ use a video tool to develop as English for speakers of other language (ESOL) educators. Methods include participants’ video analysis, semi-structured interviews, written reflections, classroom observations, a researcher journal and final exit interviews. Triangulation of the data and member checking are used to ensure credibility and reliability of study findings. Findings from this research offer suggestions to teacher preparation programs on how to better prepare teacher candidates for the instruction of English Language Learners.

Author Bio: Monica Gonzalez is a Ph.D. Candidate at the University of South Florida, earning a Ph.D. in Elementary Education, Curriculum and Instruction and ESOL. Experiences growing up as a, bilingual Cuban American, and urban public school teacher led Monica to pursue research interests in ESOL teacher preparation and education.