Holding Space for our Stories: Latiné Educators' Experiences as English Learners and their Journey to Becoming Bilingual Teachers

This qualitative study investigated the experiences of Latiné bilingual teachers, who were once English learners (ELs). It is situated within broader issues of persistent academic disparities among Latiné students and the underrepresentation of Latiné educators, despite the growing demographic of Latiné ELs. This study was centered on current Latiné bilingual teachers in Virginia, where Latiné students constitute the largest group of ELs and concurrently exhibit the highest dropout rates and lowest graduation rates. This investigation explored how Latiné bilingual educators' personal histories with language barriers and cultural transition influenced their educational trajectories. It examined how their dual experiences, as former English learners and as current bilingual teachers, inform their understanding of students' multifaceted needs and how they have shaped their pedagogical practices. Utilizing a plática approach, a qualitative methodology linked to Latiné cultural contexts, this study captured the nuanced experiences of these professionals. Findings revealed that familial values and strong community support were pivotal in shaping participants' commitment to culturally responsive pedagogy. These values align with Moll's (1992, 2005) Funds of Knowledge framework, which conceptualizes family practices, skills, and social networks as rich cultural and intellectual resources for learning. Family values, such as interdependence and mutual support represent critical funds of knowledge that educators can bring into their classrooms to affirm students' cultural wealth while disrupting deficit-based perspectives that often marginalize English learners (ELs). This study further highlights how former ELs' lived experiences inform their teaching identities and professional commitments. Drawing from their backgrounds, participants foster inclusive learning environments, validate students' linguistic and cultural identities, and advocate for equitable access to educational opportunities. Key insights from the study highlighted the critical need to enhance culturally responsive teaching practices and to align instruction with the realities of diverse populations. Implications extend to educational policies and professional learning opportunities that honor lived experiences and promote equitable, culturally affirming learning environments. By amplifying the voices of these educators, this research contributes to advancing equity and inclusion within the educational landscape and formally recognizes the invaluable linguistic and cultural assets that former ELs bring to the profession.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Department dc:contributor.department

Educational Leadership and Policy Studies

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2025

Author dc:creator

• Velez, Leslie

Chair dc:contributor.committeechair

• Lowery, Charles L.

Committee members dc:contributor.committeemember

• Coady, Maria
• Brinkmann, Jodie Lynn
• Cash, Carol S.

• English learners
• Latiné teachers
• bilingual teachers
• language barriers and cultural differences
• cultural responsiveness
• plática methodology
• inclusive teaching practices

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en

Dc Identifier Other

vt_gsexam:44682

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/139859