Reflections on being biliterate: Lessons from paraprofessionals

Abstract

The purpose of this study is to examine the strengths that biliterate paraprofessionals bring to the teaching workforce. Paraprofessionals, such as teachers' aides, are commonly used in classes for English-language learners. Because of the pending teacher shortage for English-language learners, a variety of teacher preparation programs have been developed to certify paraprofessionals as teachers. Little research, however, has been conducted about these programs or the teachers who are becoming certified in them. The participants of this study included 10 bilingual/bicultural paraprofessionals who were enrolled in the Bilingual Teacher Pathways program at a large western university. The data sources for this interpretive study were journal entries, interviews, class discussions, and memos. Data were primarily analyzed using the constant comparative method. The analysis of the data indicates that the biliterate paraprofessionals have unique strengths that fall into four categories: A personal understanding of cultural complexities, a learned knowledge of language systems, an ability to communicate with students and families, and a keen awareness of their responsibility as role models.

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