Speaking Up, Pushing Back, Closing the Door: Agency of Open and Covert Teacher Resistance in Dual-Language Bilingual Education
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| Title: | Speaking Up, Pushing Back, Closing the Door: Agency of Open and Covert Teacher Resistance in Dual-Language Bilingual Education |
|---|---|
| Language: | English |
| Authors: | Brandon Sherman (ORCID |
| Source: | AERA Open. 2025 11(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Office of English Language Acquisition (OELA) (ED) |
| Contract Number: | T365Z170213 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Resistance (Psychology), Bilingual Education, Professional Autonomy, Coaching (Performance), Teacher Role, Professional Identity, Elementary School Teachers, Bilingual Teachers, Spanish, English, Faculty Development, Teacher Attitudes, Immersion Programs |
| Geographic Terms: | Indiana |
| ISSN: | 2332-8584 |
| Abstract: | The increasing prominence of dual-language bilingual education (DLBE) in the United States necessitates deeper understanding of institutional roles and professional identities of DLBE teachers, particularly when incongruent. We qualitatively analyzed teacher resistance in discordant situations as discussed in conferences between DLBE teachers and a bilingual instructional coach in two districts over 2 years. In these conversations, we found a distinction between nonconfrontational and open, direct resistance. We applied an agentive triad model of teacher identity, agency, and power to understand how DLBE teachers navigated discordant situations in their schools. Teachers acted from different identity positions, including agentive compliance, anagentive compliance (without agency), and nonconfrontational resistance. Findings and theorization demonstrate that DLBE programs present special considerations for teacher identity, role, and resistance. Moreover, context-specific characteristics, including program age, model, and administration, may impact teachers' approach to resistance. Findings and theorization are relevant to successful DLBE program implementation and equity focused instructional coaching. |
| Abstractor: | As Provided |
| Notes: | https://doi.org/10.3886/E213501V1 |
| Entry Date: | 2026 |
| Accession Number: | EJ1494742 |
| Database: | ERIC |
| Abstract: | The increasing prominence of dual-language bilingual education (DLBE) in the United States necessitates deeper understanding of institutional roles and professional identities of DLBE teachers, particularly when incongruent. We qualitatively analyzed teacher resistance in discordant situations as discussed in conferences between DLBE teachers and a bilingual instructional coach in two districts over 2 years. In these conversations, we found a distinction between nonconfrontational and open, direct resistance. We applied an agentive triad model of teacher identity, agency, and power to understand how DLBE teachers navigated discordant situations in their schools. Teachers acted from different identity positions, including agentive compliance, anagentive compliance (without agency), and nonconfrontational resistance. Findings and theorization demonstrate that DLBE programs present special considerations for teacher identity, role, and resistance. Moreover, context-specific characteristics, including program age, model, and administration, may impact teachers' approach to resistance. Findings and theorization are relevant to successful DLBE program implementation and equity focused instructional coaching. |
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| ISSN: | 2332-8584 |
