Leveraging Technology To Support The Goals Of Dual Language Bilingual Education: An Explanatory Sequential Mixed Methods Study

This explanatory sequential mixed methods study explored how and why dual language (DL) teachers used technology and the extent to which their use of technology supported the goals of DL of bilingualism, biliteracy, academic achievement, and sociocultural competence. The study was guided by Mishra and Koehler’s (2006) technological pedagogical content framework, Bunch’s (2013) pedagogical language knowledge, Biesta’s et al. (2015) teacher agency framework, and Moersch’s (1997) levels of technology implementation framework. In the quantitative phase, data was collected with an original survey, and in the qualitative phase, data was generated through observations, interviews, and artifacts. Survey responses were analyzed using descriptive statistics. The qualitative data was analyzed using descriptive and in vivo coding. Codes were used to develop emergent themes. Overall, the DL teachers leveraged technology in various ways for planning, instruction, and assessment supporting their students’ academic achievement by building background knowledge, introducing concepts with comprehensible input, and providing vocabulary practice. They also used different digital tools to develop students’ sociocultural competence by building a strong classroom community, incorporating students into the curriculum, and teaching about different cultures. Moreover, the participants used technology to communicate with parents and seek professional development opportunities. DL teachers’ technology use was influenced by contributing and inhibiting contextual factors. Practical implications stipulated include providing DL teachers with appropriate planning time, supporting teachers with professional development that is relevant to DL and encouraging effective technology integration, allowing for curriculum flexibility, and investing in resources in the partner language.