Theses and Dissertations

Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Curriculum & Instruction

First Advisor

Sandra Musanti

Second Advisor

Zulmaris Díaz

Third Advisor

Alma Rodriguez


Teaching and learning for emergent bilinguals is often based on monolingual instructional assumptions which ignore how emergent bilinguals use their entire linguistic repertoire to communicate and make meaning. Bilingual pedagogies such as Preview-View-Review have the potential to support the development of biliteracy and meaning-making of emergent bilinguals in dual language programs. The aim of this exploratory study was to investigate how a bilingual teacher in a two-way dual language program implements a Preview-View-Review through small group reading instruction. This strategy proposes the alternation of languages previewing and reviewing content in one language, while doing the view or main content teaching in the other language. In addition, the study pursued to explore what does the teacher notice as a result of intentionally implementing the Preview-View-Review strategy.

This exploratory case study is grounded on translanguaging and a dynamic view of bilingualism that understands language as a right and resource for learning. Data sources included classroom observations, recordings, lesson plans, and post-observation teaching interviews. Findings revealed that when implementing the Preview-View-Review strategy, the teacher used languages purposefully and fluidly without strictly adhering to the language of instruction indicated for each moment. In doing so, she blurred the language boundaries to support meaning-making. In addition, findings showed how the teacher emphasized teaching content vocabulary throughout the implementation of PVR small group reading more than other language features. Regarding teacher noticing, findings showed that the teacher noticed the vocabulary needs of emergent bilinguals who were developing English more than for those with emergent Spanish. In the process of implementing PVR, the teacher also notices the differences in the language use of students who are simultaneous bilingual versus those who are sequential bilinguals.

This study suggests that while the teacher should adhere to the language of instruction indicated for each moment within the PVR strategy, the teacher can use the whole linguistic repertoire of the students to support meaning making, purposefully and intentionally engaging students in thinking and talking, developing vocabulary, as well as connecting aspects of language, such as phonology, syntax, and grammar in any moment within PVR. Further research on PVR is needed, for instance, exploring its use in different content areas, in other teaching configurations, such as whole group teaching across different disciplines and grade levels, as well as its impact on language development for sequential versus simultaneous bilinguals.


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