¡NYC! ¡Tenemos un problema! a qualitative single case study exploring teacher perceptions of the bilingual teacher shortage on instruction in New York City schools.

Emergent Bilingual Learners (EBLs) in New York City schools face significant challenges due to a shortage of bilingual teachers. This issue is exacerbated by a rise in families seeking asylum in the city (Konrad, 2023). As the fastest-growing student population in the United States, EBLs require support to learn English and grade-level content simultaneously. EBLs have the right to access education. This access includes a teacher who speaks their language and knows their culture (Darling-Hammond et al., 2016; Hernández et al., 2022). Bilingual teachers are ideal for supporting EBLs in growing and developing academically. This qualitative single case study utilized semi-structured interviews and non-participant observations to gather data. The semi-structured interviews provided insight into the experiences of four participants who shared their lived experiences in supporting EBLs. During the non-participant observations, these participants demonstrated creative and intentional methods to aid EBLs. Data analysis occurred using Vygotsky's (1978) Sociocultural Theory of Development, viewed through the lens of Walqui's (2006) adaptation of four components: Culture and Mediation, Social Interaction, Zone of Proximal Development, and Language. The study revealed four findings regarding teacher perception of the impact of the bilingual shortage on instruction in New York City schools. First, teachers struggled significantly with language barriers, which hindered effective communication with EBLs, social interaction, and the quality of educational support provided. This also affected their ability to communicate effectively with EBLs' families. Second, the study highlighted the distinct advantages of linguistic support provided by bilingual teachers. Third, the teachers in the study had limited to no professional development support or training to teach EBLs. In addition, the teachers did not have EBL-specific materials to support their EBLs. Finally, the study also revealed the dire need for the New York City Department of Education (NYCDOE) to adopt more robust and innovative recruitment practices. The overall finding from this study underscored that bilingual teachers, such as Capable Others (Vygotsky, 1978), are ideal in providing the proper language and cultural support that EBLs need to achieve their academic goals.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2024

Author dc:creator

• Elliott, Michelle, 1973-

Advisor dc:contributor.advisor

• Dixon, Kellie M.

• Qualitative.
• Single case study.
• Shortage.
• Bilingual teacher.
• Emergent bilingual learners.
• Support.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/13601

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/13601