Perceptions of Teachers Regarding the Low Biliteracy Scores of Fifth Grade Emergent Bilinguals in a Dual Language Program

The problem addressed in this study was that at Nepantla Independent School District (pseudonym) bilingual fifth grade students have not attained biliteracy goals in their dual language program. The purpose of this qualitative study was to analyze the dual language teachers’ perceptions regarding fifth grade emergent bilingual students’ low levels of biliteracy proficiency and the challenges seen as hindering students’ opportunities to master the dual language program's biliteracy goals. The framework encompassed Krashen, Cummins, Thomas and Collier’s theories which explore language acquisition, learning and bilingual education. The research questions explored the extent to which dual language instructors perceived the inadequate levels of bilingual biliteracy among fifth grade students and their opinion about obstacles that complicate the students’ achievement in the program. The design selected for this research was basic qualitative design. A semistructured digital questionnaire was emailed to dual language, fourth and fifth grade teachers and 29 responded. Thematic analysis was used to categorize data until five themes emerged: program implementation, teachers’ challenges, students’ challenges, support activities and strategies, and recommendations for junior high transition. A white paper was created to share the findings with respective stakeholders. The findings and project may lead to positive social change by influencing students’ language learning as their teachers and administrators are better prepared to overcome any challenges with district and parent support and might help bilingual learners to have better learning outcomes and educational success.