| This phenomenological study explores the perceptions and experiences of bilingual dual language teachers whose first language is Spanish and are considered English language Learners. Drawing from second language acquisition theory, critical theory, and language democracy theory, it analyzed in-depth interviews and classrooms observations with five participants, examining the lived experiences of these teachers. The data uncovered that the participants expressed commitment to teaching English language learners, passion for their home language, as well as pressure to assimilate through the acquisition of English. Furthermore, the study revealed that the participants teach the discourse of the educational system; which reflects the dynamics of power and control in our society. This study makes recommendations for restructuration of educational policy that takes into consideration cultural and linguistic diversity as assets, professional development for bilingual teachers that challenges their understanding and beliefs regarding pedagogy when teaching English language learners, and recognition of teacher autonomy. |
