Teacher professional development related to emergent bilinguals: Teacher perceptions and experiences
Date Approved
2025
Degree Type
Open Access Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department or School
Teacher Education
Committee Member
Robert Carpenter, PhD
Committee Member
Patrick Hamilton, PhD
Committee Member
Cynthia Macknish, PhD
Committee Member
Paul J. Ramsey, PhD
Abstract
As of 2021, the National Center for Education Statistics reports that there are 5.3 million students whose first language is one other than English, or are emergent bilinguals (EBs), in the United States. If teachers are not prepared adequately, they are not able to meet the needs of students appropriately. The following study sought to determine whether or not public school elementary teachers in Southeastern Michigan felt prepared to teach EBs, as well as their perceptions of the training they received. This information is important, as it is necessary to identify gaps in professional learning by determining whether teachers feel their training is adequate, the reasoning behind their perceptions, how they feel it can/should be improved, and their awareness of guidelines related to the education of EBs. Conducting a qualitative research study, the researcher completed semi-structured with four current elementary public school teachers to gauge their preparedness and perceptions of any training they received. Overall, the teachers interviewed reported receiving little to no training related to EBs. For the most part, the teachers interviewed expressed interest in attending more trainings and were open to discussions related to creating a classroom environment welcoming to all languages and cultures. These findings indicate several areas of need. The first one is the need for more comprehensive training in schools. There is a willingness of teachers to learn; they just need to be given the opportunity. The second one is the need for outside entities to be able to get in contact with public school staff to learn about their experience.
Recommended Citation
Simko, Courtney, "Teacher professional development related to emergent bilinguals: Teacher perceptions and experiences" (2025). Master's Theses and Doctoral Dissertations. 1291.
https://commons.emich.edu/theses/1291