Date of Award

8-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School

College for Education and Engaged Learning

Department/Program

Teacher Education and Teacher Development

Thesis Sponsor/Dissertation Chair/Project Chair

Mayida Zaal

Committee Member

Kathryn Herr

Committee Member

Jeremy Price

Abstract

This dissertation examines the collaboration between two college instructors, one in writing and one in psychology, to enhance support for emergent bilinguals at a private university in the northeastern United States. While collaboration among educators is widely encouraged in K–12 settings, it is far less common and studied in higher education, particularly in relation to language-minoritized students. Through an action research model, this study examines how our informal exchanges evolved into a more intentional and reflective collaboration over time. Grounded in the frameworks of translanguaging (García, 2009) and community cultural wealth (Yosso, 2005), the study traces the evolution of our shared work and what we learned about teaching, learning, and ourselves in the process. Drawing on transcripts of collaborative meetings, journal entries, field notes, and analytic memos, this research highlights how continuous collaboration challenged our assumptions and helped us design instruction that recognized students’ full linguistic and cultural identities, not just their English proficiency. The findings suggest that collaboration across disciplines, when rooted in mutual respect and shared commitment to student success, can lead to more inclusive teaching practices. This study offered a glimpse into what is possible when faculty collaborate around pedagogy and student experiences. It also points to the need for institutional structures that facilitate collaboration more effectively and sustainably.

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