{"id":{"repo_id":"ku","oai_identifier":"oai:kuscholarworks.ku.edu:1808/20994"},"canonical_url":"https://search.dev.ndltd.org/etd/ku/oai:kuscholarworks.ku.edu:1808/20994","repository":{"repo_id":"ku","name":"University of Kansas","base_url":"https://kuscholarworks.ku.edu/server/oai/request"},"display":{"title":"Empowerment and Self-Efficacy in the Lives of Four Emerging Bilingual Assistants in an Additive Bilingual Program","abstract":"This research presents an ethnographic understanding of the personal and professional lives of four emerging bilingual assistants (EBAs) who designed and implemented an additive bilingual program in preschool classrooms. Through a qualitative design that included participant observations, interviews, visual and narrative constructions, and video recording, I explore the EBAs' professional roles (including duties, challenges, collaboration with teachers, support, relationships and educational goals). I then examine their personal and family challenges, language ideologies, and changing practices and beliefs outside the school domain. These themes are analyzed through a conceptual framework that merges Freire's concept of empowerment with Bandura's notion of self-efficacy. My findings suggest that school and home domains intersect, transforming what the EBAs, their families, and friends believe about language, education, and themselves. I conclude that the effects of the EB program extend beyond the classroom and reach the lives of the EBAs, their family, friends, and community.","abstract_html":"This research presents an ethnographic understanding of the personal and professional lives of four emerging bilingual assistants (EBAs) who designed and implemented an additive bilingual program in preschool classrooms. Through a qualitative design that included participant observations, interviews, visual and narrative constructions, and video recording, I explore the EBAs' professional roles (including duties, challenges, collaboration with teachers, support, relationships and educational goals). I then examine their personal and family challenges, language ideologies, and changing practices and beliefs outside the school domain. These themes are analyzed through a conceptual framework that merges Freire's concept of empowerment with Bandura's notion of self-efficacy. My findings suggest that school and home domains intersect, transforming what the EBAs, their families, and friends believe about language, education, and themselves. I conclude that the effects of the EB program extend beyond the classroom and reach the lives of the EBAs, their family, friends, and community.","abstract_has_math":false,"creators":["Summers, Lonna S."],"institution":"University of Kansas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Peter, Lizette"],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-08-31","date_published":"2008-08-31","updated_at":"2026-07-24T02:47:03Z","subjects":["Education, Bilingual and Multicultural","Education, Teacher Training","Bilingual education","paraeducators, self-efficacy","empowerment","additive bilingual program"],"languages":["EN"],"rights":["Copyright held by the author."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["http://dissertations.umi.com/ku:2673"],"render_values":[{"text":"http://dissertations.umi.com/ku:2673","href":"http://dissertations.umi.com/ku:2673","code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/1808/20994","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Peter, Lizette"]},{"key":"dc:creator","label":"Author","values":["Summers, Lonna S."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2016-06-18T15:48:48Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-06-18T15:48:48Z"]},{"key":"dc:date.issued","label":"Date","values":["2008-08-31"]},{"key":"dc:publisher","label":"Institution","values":["University of Kansas"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Bilingual and Multicultural","Education, Teacher Training","Bilingual education","paraeducators, self-efficacy","empowerment","additive bilingual program"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["EN"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright held by the author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["http://dissertations.umi.com/ku:2673"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/1808/20994"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This research presents an ethnographic understanding of the personal and professional lives of four emerging bilingual assistants (EBAs) who designed and implemented an additive bilingual program in preschool classrooms. Through a qualitative design that included participant observations, interviews, visual and narrative constructions, and video recording, I explore the EBAs' professional roles (including duties, challenges, collaboration with teachers, support, relationships and educational goals). I then examine their personal and family challenges, language ideologies, and changing practices and beliefs outside the school domain. These themes are analyzed through a conceptual framework that merges Freire's concept of empowerment with Bandura's notion of self-efficacy. My findings suggest that school and home domains intersect, transforming what the EBAs, their families, and friends believe about language, education, and themselves. 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Through a qualitative design that included participant observations, interviews, visual and narrative constructions, and video recording, I explore the EBAs' professional roles (including duties, challenges, collaboration with teachers, support, relationships and educational goals). I then examine their personal and family challenges, language ideologies, and changing practices and beliefs outside the school domain. These themes are analyzed through a conceptual framework that merges Freire's concept of empowerment with Bandura's notion of self-efficacy. My findings suggest that school and home domains intersect, transforming what the EBAs, their families, and friends believe about language, education, and themselves. 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