Abstract
This qualitative study amplifies the experiences of Latina elementary teachers in dual language immersion (DLI) classrooms. It aims to provide insight into how these experiences influence their pedagogical practices and sociocultural competence in DLI settings. Additionally, the research highlights sociocultural competence, which is a vital aspect of dual language education (DLE) and is not yet concretely defined, by examining it through the teachers’ lens. The focus is on understanding how their experiences influence both sociocultural competence and pedagogical practices. Moreover, the study investigates how Latina elementary teachers interpret and define sociocultural competence, as well as the impact they feel they have on their students. This study employed Chicana/Latina feminista pláticas, or feminista pláticas, as both a method and methodology. These pláticas serve to collect data through open and conversational exchanges between researchers and participants (Fierros & Delgado Bernal, 2016). Furthermore, pláticas are adaptable and can happen in either individual or group contexts (Flores & Morales, 2022). I participated in six individual pláticas with six self-identified Latina elementary DLI teachers, each lasting between 45 and 60 minutes. Additionally, I conducted six 30-minute classroom observations and one group plática lasting approximately an hour and a half with all participants, referred to as the co-creators of knowledge in this study.
My findings indicate that Latina DLI teachers draw from personal and generational experiences, cultural awareness, and a deep sense of resilience to shape their identities as bilingual educators. Additionally, the teachers co-created a list of nine elements defining sociocultural competence: (a) Self; (b) Perspectives; (c) Empathy; (d) Compassion; (e) Knowledge; (f) Awareness; (g) Multifaceted; (h) Appropriateness; and (i) Social Justice. Moreover, the findings revealed that these teachers hope to empower students and their families. Lastly, a systemic barrier was identified: the lack of guidance on sociocultural competence for DLI teachers at both the district and state levels. This study contributes to the growing body of literature on bilingual education by centering on the voices of Latina DLI teachers and providing a deeper understanding of how their experiences influence pedagogy and leadership in DLI contexts.