Document Type

Dissertation

Publication Date

Spring 4-25-2026

Abstract

This qualitative-dominant mixed methods study investigates how Georgia’s Dual Language Immersion (DLI) teachers interpret and implement state literacy mandates, specifically House Bill 307 (HB 307). The research addresses a critical gap in policy-to-practice understanding, as current structured literacy requirements are primarily grounded in monolingual English frameworks that often overlook the instructional realities of bilingual classrooms. The study is theoretically anchored in Translanguaging Pedagogy, Sociocultural Theory, and Teacher Agency Theory.

Data were collected through a statewide survey of 38 DLI teachers and five in-depth phenomenological interviews. Findings reveal that teachers’ interpretations of the mandate are shaped less by the legislative text and more by English-centered professional learning and district-level messaging. While many participants conceptually accept structured literacy principles, they face significant instructional ambiguity and uncertainty regarding how to apply these requirements within bilingual settings.

Teachers reported navigating persistent tension between mandated requirements and the foundational goals of bilingual education. This includes administrative pressure to prioritize English literacy and structural constraints, such as expanded English literacy blocks and rigid pacing guides, that often reduce instructional time for the partner language and content integration. Despite these challenges, the study highlights the vital role of teacher agency. Participants described intentionally adapting structured literacy by modifying pacing, employing translanguaging strategies, and creating cross-linguistic connections to ensure biliteracy remains central to their practice.

The study concludes that effective implementation in DLI contexts requires bilingual-specific professional learning, responsive leadership, and policy guidance that explicitly recognizes the unique developmental trajectories of multilingual learners. Ultimately, the research calls for literacy reforms that treat bilingualism as an asset, ensuring that structured literacy strengthens rather than constrains DLI program goals.

Comments

This study examines how Dual Language Immersion (DLI) teachers in Georgia interpret and implement structured literacy mandates under HB 307. Using a qualitative-dominant mixed methods design, the research highlights how educators navigate tensions between state literacy requirements and the goals of bilingual education. Findings emphasize the role of teacher agency, translanguaging practices, and cross-linguistic connections in sustaining biliteracy. The study calls for bilingual-specific guidance, professional learning, and policy adaptations that recognize multilingual learners’ strengths and support equitable literacy outcomes.

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