Education Studies

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https://hdl.handle.net/1794/17938

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Open Access
The Factors of Placement and Intensity of Emphasis in Learning
(University of Oregon, 1939) Porter, Jr, Elias Hull; Leeper, Robert
One purpose of this thesis will be to clarify the results of previous experimenters in regard to the particular problem investigated and principles discovered. A second purpose of this thesis is to present new experimental evidence and an explanatory hypothesis for the first mentioned problem, that of the relative efficacy of emphasizers which bear information of correctness and which accompany correct or incorrect responses.
Open Access
The Influence of a Period of 'Incidental' Learning Upon Subsequent Learning with Intention
(University of Oregon, 1936-07) Porter, Jr, Elias Hull; Huffaker, CL; DeBusk, B
Both without and within the formal educational institution a great part of the average person's living experiences are directed in channels other than conscious attempts to gain information. Many of such experiences make use of information which was not consciously or intentionally learned. For example, many items of information may be learned through the reading of novels but it cannot be said that it is always the reader's intention to learn this information. Similarly it may be said that individuals do not always consciously set about learning all of their emotional and attitudinal responses. That such learning does result incidentally in other than conscious learning activities has been shown experimentally, as will be demonstrated in the historical section of this study. Moreover, a given period of such 'incidental' learning has been demonstrated experimentally to be less effective than an equal period of learning in which the intent to learn was present. Since it is easily conceivable that a given situation may be first met under conditions that do not call for intended learning and later under conditions that demand conscious learning activity, it becomes important to know what influence such as an initial period exerts upon subsequent intentional learning. It is the purpose of this study to seek the answer to the question of the influence of a period of 'incidental' learning upon subsequent intentional learning in a series of experimental situations where the materials to be learned consist of meaningless syllables, simple words, complex words, and simple puzzles. The materials to be learned were selected so as to fall into two classifications: (1) memoritor or rote type learning, and (2) learning by problem solving.
Open Access
Anti-Racist Teacher Well-Being and/as Curricular Praxis
(University of Oregon, 2024-12-19) Cartee, MaryJohn; Mazzei, Lisa
This dissertation explores the well-being of public K-12 teachers in the United States who explicitly identify as anti-racist and/or anti-colonial teachers. Well-being has traditionally been conceptualized as attached to single human individuals in most Western academic scholarship. However, drawing on insights from the posthumanisms, community psychology, Critical Race Theory, and Indigenous studies, this dissertation argues that these teachers’ well-being is not only influenced by the larger institutional, political, and environmental contexts in which they live and teach; it is co-constituted with them on the level of ontology. In order to explore these teachers’ well-being, this study draws on immersive cartography (Rousell, 2021), a posthuman methodology that centers affect (Gregg & Siegworth, 2010), process, and emergence. While methods were also borrowed from traditional, qualitative, humanistic methodologies (i.e. interviews and focus groups), process, relationality, and emergence were centered. Four interviews and one focus group were selected for the dissertation based on affective resonances. Together, these interviews and an instance from a focus group map a terrain of anti-racist, anti-colonial teacher well-ill-being which co-constitutes with multiple temporalities from teachers’ pasts, collective histories, and multiple environments. Many teachers had deep personal connections of many types to various forms of oppression, and these histories informed their willingness to question societal common sense—including their own. Furthermore, the Black, Indigenous, and People of Color (BIPOC) teachers in the study found themselves resisting or circumventing the white, feminized position of “footsoldier of colonialism” (Leonardo & Boas, 2021) in the teaching profession by doing work outside the classroom, or by leaving the traditional classroom for other work in the broader field of education. Implications of this work include a need to address the dividual—as opposed to individual—character of ongoing anti-racist, anti-colonial teacher education, particularly its hidden curriculum. The dividual substrate of the hidden curriculum of ongoing teacher education is aggregate, continuous, and pre-personal, and includes racist affects, gendered embodiment, and collective histories. Changing this dividual substrate is perhaps more challenging than changing individuals; nonetheless, anti-racist, anti-colonial teachers discussed being sustained in community with students and with other teachers similarly oriented.
Embargo
English Learner Education: Examining Policy Decisions and Their Impact on Student Outcomes
(University of Oregon, 2024-12-06) Vazquez Cano, Manuel; Umansky, Ilana
This three-article dissertation examined how policy choices in three key policy areas – initial enrollment, service provision, and reclassification – impact English learner (EL)-classified students. The first article examined the national landscape of state statutes, regulations, and state education agencies' (SEA) guidance that support districts in implementing procedures to award credit to secondary newcomer students for prior learning experiences. The findings reveal a lack of education statutes and regulations, and limited implementation guidance from SEAs to support newcomer credit transfer. The second article zooms into Portland Public Schools in Oregon and examines the causal effect of the district’s dual language immersion (DLI) program. The study found significant positive effects of the DLI program, demonstrating a notable increase in credit accrual, high school graduation rates, and attainment of the Seal of Biliteracy among participating students. The third article investigates the causal impact of reclassification from EL services in 5th and 8th grade on high school graduation and the mediating role of course access. The study does not identify significant effects of reclassification and does not find evidence supporting the hypothesis that early access to English Language Arts and Algebra 1 mediates the potential impact of reclassification. Findings from this dissertation contribute novel evidence to EL education policy and highlight how policy decisions at different entry points can potentially shape student outcomes.
Open Access
“ADULTS SEE EVERYTHING AS DANGEROUS EXCEPT THEMSELVES”: A CRITICAL DISCOURSE ANALYSIS OF SAFETY, POLICING, AND PROTECTION IN SCHOOLS
(University of Oregon, 2024-08-07) Springer, Shareen; Sabzalian, Leilani
This study explores ideologies, discourses, and representations of school safety and policing within the United States educational system, motivated by the imperative to understand the transmission and impact of these ideologies on the broader societal constructs of safety, punishment, and mass incarceration. Drawing from the frameworks of corpus-assisted discourse studies (CADS) and Critical Discourse Analysis (CDA), three central research questions guide the investigation: 1) How do different educational community members (students, policy makers, and community) define school safety (safety for whom, safety from what)?; 2) How do different educational community members (students, policy makers, and community) discursively produce police as safe or unsafe in schools?; 3) What do discourses of school safety and policing show us about the ways students are positioned as dangerous (and by whom), which students are positioned as dangerous, and who must be protected and from what within schools? Analyzing multiple datasets, including school board meetings, online public comments, and conversations with students, the study uncovers both commonalities and tensions within educational communities regarding representations of policing, schools, and students. It identifies shared discursive strategies alongside ideological tensions, highlighting the perpetuation, privileging, and challenging of certain beliefs about policing and about young people that move across contexts and social histories. A significant finding of the research is the central role of adultism in maintaining the interconnectedness between the school and prison systems, thereby perpetuating mass incarceration. This revelation prompts the introduction of YouthCrit as a framework to explicitly address adultism as a unique form of oppression intertwined with other institutional subjugations, and to disrupt carceral logics rooted in colonialism and heteropaternalism. Ultimately, this study advocates for a deeper understanding of the school-prison nexus and emphasizes the importance of challenging deficit representations of students. It calls upon scholars, educators, and practitioners to center the voices and agency of young people in research, interventions, and social movements for community safety.
Open Access
“I just want to build a future”: Future Time Perspectives and Case Studies of Refugee Adolescent Girls
(University of Oregon, 2024-08-07) DeRosia, Nicholette; Husman, Jenefer
Refugee girls are underserved in U.S. schools and under-studied in educational and psychological research. Using a feminist intersectional lens and a case study approach, this project sought to illuminate how three high school age refugee girls expressed their intersectional identities and their Future Time Perspectives (FTP; Lewin, 1948) when describing their case studies. It also examined how their intersectional identities showed up in those expressions, and if/how those identities aligned with their learning environment. The study focused on the mismatch between individualistic and collectivist identities interwoven into the other identities of the three girls focused on in this study. FTP should include Collective Time Extension, or an understanding of extending thinking of time into the past and the future, as not just individual, but also inclusive of collective identity. Furthermore, the study interrogated the associated idea of Socioemotional Selectivity Theory (SST), which posits that as life’s perceived time gets shorter that priorities shift from achievement (academic, professional success) goals, to emotional (building relationships, spending time with loved ones) goals (Carstensen & Lang, 1996; 2002; Lang, 2017; Rohr, 2017). Rather than be on one side of a binary of identities that mismatched with the context they were in, they displayed complex capacities to hold and navigate many identities and understandings at once. The girls in this study leveraged their emotional goals and collective identities; to form and make sense of achievement goals in the individualistic systems they were a part of. Keywords: Refugee, Future Time Perspective, Intersectionality, Collective Time Extension
Open Access
Exploratory Data Analysis with Clustered Data: Simulation and Application with Oregon’s Statewide Longitudinal Data System using Generalized Linear Mixed-Effects Model Trees
(University of Oregon, 2024-08-07) Loan, Christopher; Zvoch, Keith
Simulations were conducted to establish best practice in hyperparameter optimization and accounting for clustering in Generalized Linear Mixed-Effects Model Trees (GLMM trees). Using data-driven best practices, the relationship between a 9th Grade On-Track to Graduate (9G-OTG) indicator and observed high school graduation within four years was explored. Data originated from two cohorts of the Oregon State Longitudinal Data System (SLDS) and were joined with external datasets. Restricted to complete cases, the data were comprised of more than 58,000 observations, each with more than 1500 variables measured at student, school, district, and zip code levels. GLMM trees explored heterogeneity in a cross-classified multilevel logistic regression which regressed observed graduation on 9G-OTG, accounting for variance in school- and zip-code-level random intercepts. Subgroups were identified for whom the probability of graduating among on- and-off track students were systematically heterogeneous, relative to the supraordinate group. Results suggest that for most students, 9G-OTG is a potent early warning indicator of graduation, but systematic variation in the indicator’s effectiveness was found along all levels except district. Subgroups were defined by combinations of alternative schools, absences, transferring schools, being enrolled in more than one instructional program, neighborhood unemployment, and sex. Implications and recommendations to measurement, practice, and evaluation are discussed.
Open Access
The Perceptions of Staff and Families on the Role of a School Resource Officer in Schools and What Steps Administrators Can Take to Support
(University of Oregon, 2024-08-07) Kelly, Juliana; McClure, Heather
Title: The Perceptions of Staff and Families on the Role of a School Resource Officer in Schools and What Steps Administrators Can Take to Support In a world full of divided opinions and experiences with law enforcement, school districts are struggling to decide whether to employ a School Resource Officer (SRO). There is history of the integration of police in schools in response to a growing need for safety in schools related, in part, to the rise of school shootings. The tension surrounding whether or not to hire an SRO has become more apparent since the death of George Floyd, which occurred in 2020, at a time when schools were shut down due to the pandemic. A School Resource Officer is typically a uniformed member of law enforcement, paid for by the school district and the police department. There is minimal research conducted about the role, purpose, and impact of an SRO, as well as minimal guidance on undersanding the context and needs of a school district and their local community, when making a decision around this role. A mixed methods study involving 303 survey participants and 25 interview participants of diverse roles, races, and ethnicities was conducted. Survey findings identified that there is value in the role of SRO, but a need for more clarity and communication around the specific duties and presentation (e.g., what they wear and whether they are armed), with significant differences in support for SROs identified by gender and primary role (e.g., parent vs school staff). Semi-structured interviews extended survey findings by revealing that depending on the community, there may be a need to build trust and relationship in this role prior to consideration of hiring, or potentially with a current hire. It was clear throughout the study that finding the right candidate for the role is vital to the success of an SRO. Mixed methods results had implications for guidance for school districts’ decision making around whether and how best to integrate School Resource Officers into school communities.
Open Access
Principal Succession Planning: Findings from a Qualitative Study
(University of Oregon, 2024-08-07) LeRoy, Sara; Terrazas Arellanes, Fatima
This was a case study of the principal succession planning practices of a large school district in Oregon. For the study, the researcher interviewed nine principals and nine central office administrators and surveyed 17, K-12 assistant principals within the studied school district. The findings from this study reveal many strengths and weaknesses within the studied district’s current principal succession planning practices and is followed by considerations for this school district that might be applied to other school districts. The considerations include creating clarity around the desired qualities and skills of an effective principal, creating more teacher leader pathways to principalships, aligning current practices for the district’s aspiring administrators to their partner university’s administrator licensure program, and intentionally supporting assistant principals and principals through mentoring and focused professional development.
Open Access
More Than Binary, More Than Normative, More Than Quantities: Transgender and Gender Nonconforming Students in Postsecondary Computer Science Education
(University of Oregon, 2024-08-07) Skorodinsky, Makseem; Goode, Joanna
Transgender and gender nonconforming (TGNC) students are underrepresented in CS education and have been found to leave the field at higher rates than their counterparts. While there is a great deal of Computer Science (CS) education research focused on other underrepresented groups, it rarely includes those who are TGNC. Overall, there is a dearth of research in CS education which acknowledges and investigates lived gender outside of the binary. Employing voices of non-binary and transgender students in computing, this project employs surveys, interviews, and a focus group to gain a deeper understanding of the experience of gender diverse people in CS education. The study finds that TGNC students enjoy the field of computing, feel confident about their skills and abilities, and foresee being successful in their coursework. At the same time, they do not feel that they belong and they worry about their future in CS employment. A high percentage of study respondents do not feel able to express their gender authentically and do not feel supported by faculty and staff in their departments. Students with multiple marginalized identities report compounded and unique challenges. Participants recommend that the CS education community integrate TGNC-related topics in curriculum, increase representation of TGNC people, and invest in the development of TGNC centered/aware mentorships. Based on the findings, a new paradigm, TransForm CS, is put forth, which centers TGNC students in each of its core pillars: curriculum, pedagogy, policy, and CS education research.
Open Access
The Impact of Clinician-Directed Engagement Practices on Cognitive Performance & Perceptions of Alliance among Individuals with Acquired Brain Injuries
(University of Oregon, 2024-01-10) Rothbart, Aaron; Sohlberg, McKay
While clinical engagement is widely considered to be essential to the rehabilitation process, little empirical evidence exists examining the influence of engagement-enhancing practices on clinical performance. This dissertation study sought to evaluate the impact of a set of clinician-driven engagement practices, targeting key affective states, that practitioners can feasibly embed into rehabilitation sessions whose primary purpose was to improve cognitive- linguistic performance. A concurrent multiple-baseline design was implemented to determine changes in cognitive performance on a series of common neurorehabilitative tasks following exposure to identified practices across four participants who previously sustained acquired brain injuries. Examination into perceptions of therapeutic alliance, motivation, and self-efficacy were analyzed to determine perceptual shifts following exposure to engagement practices. The results suggest that promoting clinical engagement using a series of clinician-driven engagement practices enhanced participant performance. Improved performance was noted across all tasks, for each participant. While a single participant demonstrated a positive shift in perceived alliance, motivation, and self-efficacy, the remaining participants provided mixed responses. This study provides preliminary evidence that rehabilitation professionals can systematically implement specific engagement-enhancing techniques and strategies that result in improved clinical outcomes.
Open Access
Serving Whom? Examining the Community Cultural Wealth and Microaggressions of Latine Students at an Emerging HSI
(University of Oregon, 2024-01-09) Bermúdez Bonilla, Bobbie; Lucero, Audrey
In the past decade, Hispanic Serving Institutions (HSIs), institutions that enroll at least 25 percent of undergraduate Latine students, have gained in popularity. With an increasing Latine population and enrollment in higher education, the federal government recognizes HSIs as major contributors to the academic persistence and graduation of Latine students. HSIs have access to federal funds to ensure success in supporting underrepresented students. Many colleges and universities, including the University of Oregon, have begun the transition from predominantly white institutions to Hispanic serving institutions. A university in this transitional period, characterized by a Latine student enrollment between 15 and 24.9%, is called an emerging HSI. There is no established protocol for emerging HSIs to successfully transition into federally recognized HSIs, which presents a persistent challenge. Similarly, the definition of what it means to serve Latino students can vary significantly from institution to institution. This dissertation assesses how an emerging HSI can better support its Latine students during this transitional period. The project focuses specifically on the lived experiences of Latine students at the University of Oregon. As UOregon begins its transition, the institution must consider the lived experiences and testimonies of Latine students to better understand where they are excelling and what areas require improvement. The design of this case study includes select interviews and surveys with 65 Latine, mostly female-identifying undergraduates. This research contributes to a greater theoretical understanding of servingness for emerging HSIs, focusing on theories of community cultural wealth and microaggressions. Latine students enter emerging HSIs with a particular cultural capital, which institutions must not only acknowledge but also promote. This project’s findings suggest that the majority of Latine students at this specific emerging HSI sense a lack of belonging and require more than just words to feel genuinely supported by their universities. This study also indicates that an emerging HSI’s identity must be based on student feedback if an institution is to genuinely embody the Latine-serving mission. Moreover, this study highlights the drawbacks of interest convergence and challenges the notion that HSI status is solely based on student enrollment.
Open Access
Understanding Parent Motivation to Oppose Detracking Middle School Mathematics: Mental Contrasting Triggers White Exemptionism
(University of Oregon, 2024-01-09) Ahearn, Madeline; Husman, Jenefer
Tracking is the practice of sorting students into courses based on their perceived ability. Middle school mathematics programs commonly track students into leveled courses with differential access to curriculum, instructional practices and future courses. With 40 years of research to draw on, every professional organization of mathematics educators advocates ceasing the practice of tracking. This is in large part due to the racialized and classed outcomes tracking reproduces. Nevertheless, tracking persists in middle school mathematics courses. Research demonstrates that parent opposition to detracking partially explains the persistence of the practice, but this research has not been specific to tracking mathematics courses in particular, nor has it critically examined race within this context. Therefore, my research asked what motivates parents to oppose detracking mathematics courses and, how are elements of Whiteness expressed through their opposition. Via a nested case study, I investigated these questions through in-depth interviews with parents at one middle school and contextualized those with administrator interviews across four school districts. By extending Oettingen’s (2000) concept of mental contrasting with Bronfenbrenner’s (1977) Ecological Systems Theory I found that some of the parents in my study held multiple goals for their students' mathematical experience. Despite the expectation of administrators and the consensus from reviewed literature, the majority of parents in my study did not hold the goal of a procedural mathematics experience for their child. However, I found three goals influenced by mesosystem and macrosystem factors that did contrast with detracking producing the motivation to oppose. Additionally, I found that some parents use Bonilla-Silva’s (2003/2022) colorblind frames to rationalize racial disparities in access to high-tracked mathematics. Extending this theory, I develop the frame White exemptionism and define it as the colorblind move to acknowledge the benefit of equity-initiatives for oppressed and marginalized people only to claim exemption from participating, thereby perpetuating inequity. From my findings, I infer three productive moves for administrators aimed at helping them move their detracking projects forward in the face of parent opposition as well as recommendations for future research regarding my extensions of both mental contrasting and colorblind racism.
Open Access
New Teacher Induction:Oregon’s Successes and Gaps
(University of Oregon, 2024-01-09) Sweeney, Jennifer; Alonzo, Julie
Teachers in K-12 education begin their careers underprepared for the complexity and demands of teaching. The current practice of a short span of student teaching and entering classrooms as the sole educator sets teachers up for overwhelm and frustration, which can negatively affect student achievement. New teacher induction programs can support novice teachers in all areas of effective teaching via a variety of supports. This dissertation provides the results of an online survey, conducted in March and April of 2023, to which 197 teachers and 54 instructional leaders working in Southern Oregon public school districts responded. The survey gathered information about the types and frequency of new teachers supports found in public Southern Oregon school districts. Additionally, data from one-on-one interviews with 10 early-career Southern Oregon public school teachers in Spring 2023 were analyzed to further explore how the new teacher supports offered impacted teachers’ first one to three years teaching. The results of this descriptive study will help principals understand the ways in which they can support new teachers.
Open Access
A Study of The Self Concepts of a Group of Adolescent Students and the Relationship Between These Self Concepts and Behavioral Ratings
(University of Oregon, 1961-06) Grierson, Kenneth Miller
The present study was undertaken to attempt specifically to answer these questions In an effort to contribute to closing the large gap of lack of Information of adolescent concept of self.
Open Access
History of the Development of the Guidance Movement in Public High Schools
(University of Oregon, 1940-06) Walker, Doris Elizabeth
The purpose of this thesis is to trace the development of the guidance movement in the public high schools from the last half of the nineteenth century to the present time. It will attempt to show the steps in growth of the guidance program. The changes in the emphasis and concept of guidance and their effects on the subsequent development of the movement will be indicated.
Open Access
A Survey of the Concentrated Delinquency Areas in Eugene, Oregon
(University of Oregon, 1952-07) Robison, Mason W.
The basic hypothesis for this study is that the homes of juvenile delinquents will be concentrated in certain areas outside of the business district of Eugene and that in these delinquent areas the following conditions will exist: low socio-economic residences and excessive inability within the area. Other factors, of course, will be present and will be discussed in a later chapter. Initial data was obtained from the Lane County Juvenile Department, the Lane County Detention Home, Eugene Chamber of Commerce, Eugene City Planning Board, Eugene Water Board, interviews with community leaders, and personal observation with areas. The location of concentrated delinquency areas was determined by use of spot maps.
Open Access
MIIMAWÍT: OUR WAYS, OUR LANGUAGE, OUR CHILDREN, OUR LAND
(University of Oregon, 2022-10-26) Sutterlict, Gregory; Jacob, Michelle
Shix̱ páchway, ink nash waníksha Twálatin My name is Twálatin (Gregory) Sutterlict and I am Yakama and Chehalis. I am a language activist. I started this by speaking in Ichishkíin (the Yakama language) and, unfortunately, this language is endangered. This dissertation is focused on Ichishkíin language revitalization and preservation and gaining an understanding of how to start a Yakama School, Miimáwit Immersion School. This school will hold Yakama ways of life as its core and will teach using Ichishkíin only. The plan is, as you read, you will learn a little about the Yakama Nation, the Yakama people, and the situation that the Ichishkíin language is in and why. We look at literature that discusses some of the issues that have caused language endangerment such as: boarding schools, erasure, marginalization, etc. We also look at literature that discusses how Indigenous people are striving for language revitalization, tribal sovereignty, and self-determination through education and immersion schools. We take an in-depth look at some of these Immersion schools to see how they were started, what type of school they are, what material is taught, how much of their traditional ways of life are taught, how much, if any, English is taught, and what the people think about their school. I conducted a survey collaboratively through which we learn what parents/caretakers of Yakama children have to say about their children’s education. I analyze responses through the lens of nine Yakama virtues identified by one of our treasured elders (Wilkins, 2008). I also collaborated to collect narratives through community conversations with 1) a Yakama elder, 2) parent/caretakers of Yakama children, and 3) a representative from an Indigenous Immersion to learn more about how we might shape an immersion school of our own. Four themes surfaced to guide my presentation of these conversations: Ichishkíin Language Revitalization, Yakama Self-Determination, Spirituality and Prayer, and Love. These themes and voices provide a foundation for us to start building towards Miimawít Immersion School.
Open Access
K’AAW NATASH WA CHƗ́MYANASHMA SHAPÁTTAWAX̱SHA KU SÁPSIKW’ASHA MYÁNASHMA ’WE ARE THE PARENTS RAISING AND TEACHING CHILDREN’: RAISING YAKAMA BABIES AND LANGUAGE TOGETHER
(University of Oregon, 2022-10-26) Anderson, Regan; Jacob, Michelle
This project listens to parents of Yakama children who provide insight into the ways families are driving efforts of Ichishkíin language revitalization and cultivating movement toward creating a new generation of first-language speakers of Ichishkíin. As a non-Native researcher, I worked collaboratively with my Yakama partner to gather data through a shared survey and community conversations drawing from relationships and connections established through the years. My work builds on research in the fields of Language Revitalization and Education Studies, engaging Indigenous methodologies and Yakama specific frameworks to guide my process and analysis. The survey was open to all parents and caretakers of Yakama children and conversations focused on parents of Yakama babies and toddlers. These interactions shared insights around how Ichishkíin language is used daily in the lives of families as well as what types of supports are wanted to help to increase language use. Parents were generous in sharing their daily practices, challenges, and hopes for the future and this project illustrates the ways Yakama values and language continue to be shared intergenerationally. This project provides a snapshot of the work parents and families are doing on a daily basis to cultivate their language and culture with guidance for future projects, programming, research, and policy.
Open Access
Teaching with Translanguaging as a Critical Literacy Pedagogy in Elementary Dual-Language Immersion Education
(University of Oregon, 2022-10-04) Donley, Kevin; Lucero, Audrey
Translanguaging is a theory and pedagogy of language that understands multilingualism to be an inherently fluid, flexible, and dynamic practice (García, 2009). As a pedagogy, a translanguaging stance aims to empower multilingual learners to draw on the entirety of their communicative repertoires to disrupt and transform classroom language borders and what counts as academic language (Otheguy, García & Reid, 2015). In elementary dual-language immersion (DLI) contexts, where bilingualism, biliteracy, and biculturalism are developed in two languages of instruction, the purpose of translanguaging pedagogy should be both biliteracy development and social transformation. Therefore, this study explores how teachers engage translanguaging for biliteracy and social transformation in elementary DLI contexts. There are two purposes that frame this research: to gain a global understanding of the purposes and tensions of a strong translanguaging stance, and to highlight local examples of how elementary DLI teachers think, plan, and teach with translanguaging as a critical literacy pedagogy. It is guided by the following research questions: a) What are the purposes and tensions of a strong translanguaging stance for elementary DLI teachers? b) How do elementary DLI teachers negotiate these tensions to design critical translanguaging literacy lessons? c) How do elementary DLI teachers critically and creatively shift their translanguaging pedagogy while teaching such lessons? Methodologically, this study is framed and operationalized via García, Johnson, and Seltzer’s (2017) translanguaging pedagogy framework of Stance/Design/Shifts. It draws on semi-structured interviews with elementary DLI teachers to explore the global purposes and tensions of a strong translanguaging stance. It further draws on multiple case studies, including interviews, lesson plans, and classroom observations, to analyze local examples of teachers’ stances, designs, and shifts in practice. It concludes that, globally, teachers engage translanguaging pedagogy for the purposes of teaching for more than biliteracy/biculturalism, teaching as a co-learner, and teaching to disrupt raciolinguistic ideologies while navigating tensions related to resisting English hegemony, negotiating weak and strong translanguaging, and valuing teacher expertise. It further offers evidence of how teachers locally engage these purposes and tensions to teach with translanguaging as a critical literacy pedagogy.