Date of Award

2025-05-01

Degree Name

Doctor of Philosophy

Department

Teaching, Learning and Culture

Advisor(s)

Elena Izquierdo

Abstract

This explanatory mixed-methods study examines the impact of Dual Language Bilingual Education (DLBE) and Transitional Bilingual Education (TBE) programs on the academic achievement of Hispanic emergent bilingual students during and after the COVID-19 pandemic. With the U.S. Hispanic student population growing significantly, and emergent bilingual students historically underserved, this study addresses critical gaps in educational equity. Conducted in two school districts along the U.S. and Mexico border in Texas and New Mexico, the research explores how DLBE and TBE programs mitigated the pandemic's adverse effects on learning. This study analyzed quantitative data from standardized mathematics and language proficiency assessments for three cohorts of students across multiple school years (2018-2019 to 2021-2022). Qualitative data were collected through classroom observations and interviews with 11 teachers to provide deeper insights into program effectiveness. Quantitative results revealed that during the pandemic, emergent bilingual students in DLBE and TBE programs in New Mexico performed similarly, with no statistically significant differences. However, post-pandemic, DLBE students demonstrated remarkable recovery, outperforming TBE students. Language proficiency assessments showed DLBE students achieving higher proficiency levels post-pandemic. Qualitative findings highlighted key differences in program adaptability. TBE teachers returned to pre-pandemic practices, focusing on English proficiency and traditional methods, which proved less effective. In contrast, DLBE teachers integrated translanguaging, biliteracy, and crosslinguistic connections, creating a language-rich environment that supported both academic and socioemotional growth. DLBE programs emphasized equity, valuing both languages and fostering student confidence and engagement. This study underscores the resilience of DLBE programs in mitigating pandemic-related disruptions. The reinstatement of effective DLBE practices, such as translanguaging and biliteracy, contributed to significant academic recovery and language development. In contrast, TBE programs faced challenges due to limited bilingual resources, a lack of socioemotional support, and an overemphasis on English proficiency. These findings highlight the importance of comprehensive bilingual education practices, teacher training, and socioemotional support in addressing opportunity gaps for emergent bilingual students. This study provides valuable insights and recommendations for educators and policymakers in supporting emergent bilingual students during and after educational disruptions.

Language

en

Provenance

Received from ProQuest

File Size

220 p.

File Format

application/pdf

Rights Holder

Jesus Jacob Villa

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