Skip to main content
Book cover

Dual Language Education: Teaching and Leading in Two Languages pp 195–207Cite as

The Challenges of Recruiting and Retaining Dual Language Teachers

Part of the Language Policy book series (LAPO,volume 18)

Abstract

Across the United States, the popularity of dual language education (DLE) has grown considerably over the past several decades, but finding qualified bilingual teachers to staff these programs is an ongoing issue for administrators. Using the Guiding Principles for Dual Language Education as a framework, this chapter addresses this urgent issue by exploring dual language teacher recruitment and retention through the experiences and recommendations of teachers and administrators in Connecticut. Findings address participants’ perceptions of teacher recruitment and retention, staff selection, workplace climate, and staff evaluation. Cross-cutting themes include the value of shared responsibility and shared decision-making in addressing this complex issue, the need for creativity and flexibility to increase pathways to certification for dual language teachers, and the importance of positive working conditions.

Keywords

  • Dual language
  • Teacher shortage
  • Teacher recruitment
  • Teacher retention
  • Teacher certification
  • Bilingual teachers
  • Alternative routes to certification
  • School-university partnerships
  • School climate

This is a preview of subscription content, access via your institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • DOI: 10.1007/978-3-030-10831-1_13
  • Chapter length: 13 pages
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
eBook
USD   119.00
Price excludes VAT (USA)
  • ISBN: 978-3-030-10831-1
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Hardcover Book
USD   159.99
Price excludes VAT (USA)
Learn about institutional subscriptions

References

  • Alfaro, C., & Hernandez, A. M. (2016, March). Ideology, pedagogy, access and equity: A critical examination. Multilingual Educator, CABE Conference Edition, 8–11. Retrieved online http://www.gocabe.org/wp-content/uploads/2016/03/ME2016.pdf.

  • Aquino-Sterling, C. R., & Rodríguez-Valls, F. (2016). Developing teaching-specific Spanish competencies in bilingual teacher education: Toward a culturally, linguistically, and professionally relevant approach. Multicultural Perspectives, 18(2), 73–81. https://doi.org/10.1080/15210960.2016.1152894

    CrossRef  Google Scholar 

  • Atchinstein, B., Ogawa, R. T., Sexton, D., & Freitas, C. (2010). Retaining teachers of color: A pressing problem and a promising strategy for “hard to staff” schools. Review of Educational Research, 80(1), 71–107.

    CrossRef  Google Scholar 

  • Ballantyne, K. G., Sanderman, A. R., & Levy, J. (2008). Educating English language learners: Building teacher capacity. Washington, DC: National Clearinghouse for English Language Acquisition. Retrieved from http://www.ncela.us/files/uploads/3/EducatingELLsBuildingTeacherCapacityVol1.pdf

  • Claycomb, C., & Hawley, W. D. (2000). Recruiting and retaining effective teachers for urban schools: Developing a strategic plan for action. Washington, DC: National Partnership for Excellence and Accountability in Teaching.

    Google Scholar 

  • Connecticut State Department of Education. (2015). Data bulletin: Connecticut’s English learners (grades K-12), school year 2014–15. Retrieved from www.sde.ct.gov/sde/lib/sde/pdf/.../el_databulletin_aug2015.pdf

  • Connecticut State Department of Education. Bilingual education statute: Section 10-17e-j, inclusive, of the Connecticut General Statutes. Retrieved from https://portal.ct.gov/SDE/English-Learners/Bilingual-Education/Regulations.

  • DeMatthews, D. E. & Izquierdo, E. (2017). The importance of principals supporting dual language education: A social justice leadership framework. Journal of Latinos and Education, published online, 1–18.

    Google Scholar 

  • Gándara, P., Maxwell-Jolly, J., & Driscoll, A. (2005). Listening to teachers of English language learners: A survey of California teachers’ challenges, experiences, and professional development needs. Berkeley, CA: Joint Publications, University of California Linguistic Minority Research Institute, UC Berkeley.

    Google Scholar 

  • Glaser, B. G., & Strauss, A. L. (1999). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine de Gruyter.

    Google Scholar 

  • Gross, N. (2016). Dual language programs on the rise across the U.S. Blog: Latino Ed Beat. Educator Writers Association. Downloaded http://www.ewa.org/blog-latino-ed-beat/dual-language-programs-rise-across-us

  • Hamayan, E., Genesee, F., & Cloud, N. (2013). Dual language instruction: From A to Z. Portsmouth, NH: Heinemann.

    Google Scholar 

  • Harris, E. A. (2015, October 8). Dual language programs are on the rise, even for native English speakers. New York Times. Retrieved online: https://www.nytimes.com/2015/10/09/nyregion/dual-language-programs-are-on-the-rise-even-for-native-english-speakers.html?mcubz=1

  • Howard, E. R., Lindholm-Leary, K. J., Rogers, D., Olague, N., Medina, J., Kennedy, B., … Christian, D. (2018). Guiding principles for dual language education (3rd ed.). Washington, DC: Center for Applied Linguistics.

    Google Scholar 

  • Howard, E. R. & Loeb, M. I. (1998). In their own words: Two-way immersion teachers talk about their professional experiences (Eric digest edo-fl-98-14). Retrieved from http://www.cal.org/resources/digest/intheirownwords.html

  • Howard, E. R., & Sugarman, J. (2007). Realizing the vision of two-way immersion: Fostering effective programs and classrooms. Washington, DC/McHenry, IL: Center for Applied Linguistics and Delta Systems, Co.

    Google Scholar 

  • Howard, E. R., Sugarman, J., & Christian, D. (2003). Trends in two-way immersion education: A review of the research (Report no. 63). Baltimore, MD: Center for Research on the Education of Students Placed At Risk.

    Google Scholar 

  • Ingersoll, R. M., & May, H. (2011). Recruitment, retention and the minority teacher shortage. Consortium for Policy Research in Education. CPRE Research Report #RR-69.

    Google Scholar 

  • Johnson, S. M. (2006). The workplace matters: Teacher quality, retention, and effectiveness. Washington, DC: National Education Association.

    Google Scholar 

  • Kennedy, B. (2013). A qualitative case study of the bilingual teacher shortage in one Texas school district (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3606445).

    Google Scholar 

  • Lachance, J. (2017). A case study of dual language program administrators: The teachers we need. NCPEA International Journal of Educational Leadership Preparation, 12(1), 1–18.

    Google Scholar 

  • Levine, T. H., Howard, E. R., & Moss, D. M. (Eds.). (2014). Preparing classroom teachers to succeed with second language learners: Lessons from a faculty learning community. New York, NY: Routledge.

    Google Scholar 

  • Lindholm-Leary, K. J. (2001). Dual-language education. Avon, UK: Multilingual Matters.

    CrossRef  Google Scholar 

  • Menken, K. (2017). Leadership in dual language bilingual education. Washington, DC: National Dual Language Research Forum.

    Google Scholar 

  • National Academies of Sciences, Engineering, and Medicine. (2017). Promoting the educational success of children and youth learning English: Promising futures. Washington, DC: The National Academies Press. https://doi.org/10.17226/24677

    CrossRef  Google Scholar 

  • Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Roberts, G., Leite, J., & Wade, O. (2017). Monolingualism is the illiteracy of the 21st century. Hispania, 100(5), 116–118.

    CrossRef  Google Scholar 

  • Scanlan, M., & López, F. (2012). ¡Vamos! How school leaders promote equity and excellence for bilingual students. Educational Administration Quarterly, 48(4), 583–625.

    CrossRef  Google Scholar 

  • Steele, J. L., Slater, R. O., Zamaro, G., Miller, T., Li, J., Burkhauser, S., & Bacon, M. (2017). Effects of dual language programs on student achievement: Evidence from lottery data. American Educational Research Journal, 54(1), 282S–306S.

    CrossRef  Google Scholar 

  • Texas Education Code (2012). Chapter 89. Adaptations for special populations. TexReg 3822.

    Google Scholar 

  • Thomas, J. R. (2017). English learners: Struggling Connecticut schools ignore a proven path. Retrieved from https://ctmirror.org/2017/05/22/english-learners-struggling-ct-schools-ignore-a-proven-path/

  • Thomas, W. P., & Collier, V. P. (2012). Dual language education for a transformed world. Albuquerque, NM: Fuente Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Curriculum and Instruction, Neag School of Education, University of Connecticut, Storrs, CT, USA

    Elizabeth Howard

  2. Department of Special Education, Southern Connecticut State University, New Haven, CT, USA

    Angela M. López-Velásquez

Authors
  1. Elizabeth Howard
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Angela M. López-Velásquez
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Elizabeth Howard .

Editor information

Editors and Affiliations

  1. Department of Educational Leadership & Policy, University of Texas at Austin, Austin, TX, USA

    David E. DeMatthews

  2. Department of Teacher Education, University of Texas at El Paso, El Paso, TX, USA

    Elena Izquierdo

Rights and permissions

Reprints and Permissions

Copyright information

© 2019 The Author(s)

About this chapter

Verify currency and authenticity via CrossMark

Cite this chapter

Howard, E., López-Velásquez, A.M. (2019). The Challenges of Recruiting and Retaining Dual Language Teachers. In: DeMatthews, D.E., Izquierdo, E. (eds) Dual Language Education: Teaching and Leading in Two Languages. Language Policy, vol 18. Springer, Cham. https://doi.org/10.1007/978-3-030-10831-1_13

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-10831-1_13

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-10830-4

  • Online ISBN: 978-3-030-10831-1

  • eBook Packages: EducationEducation (R0)