Abstract
Purpose. The purpose of this descriptive mixed-methods survey study is to explore theliteracy intervention practices of elementary dual-language teachers serving multilingual
learners in Title I Spanish–English dual-language programs in Los Angeles County,
California.
Theoretical Framework. This study is grounded in Psycholinguistic Grain Size Theory
(PGST) and Instructional Leadership Theory. Together, these frameworks position
literacy intervention as both a linguistically informed instructional practice and an
organizationally embedded process.
Methodology. A descriptive mixed-methods survey design was employed. Quantitative
data were collected through Likert-scale items measuring the language of intervention,
types and frequency of literacy intervention practices, perceived effectiveness, and
leadership support, and were analyzed using descriptive statistics (frequencies,
percentages, means, and standard deviations). Qualitative data from open-ended survey
responses were analyzed thematically to explore teachers’ decision-making, perceived
barriers and supports, and the contextual influences of program structures and leadership.
Integrated interpretation of quantitative and qualitative findings provides a
comprehensive description of literacy intervention practices, language-of-intervention
choices, and leadership supports within Spanish–English dual-language Title I settings.
Findings and Conclusion. Findings indicated that dual-language teachers implemented
data-informed and linguistically responsive literacy interventions aligned with biliteracy
development. Participating teachers reported utilizing multiple data sources to identify
intervention needs and implementing language-specific practices in Spanish and English
that reflected differences in language structure. Participants also emphasized oral
language development and cross-linguistic transfer as important components of literacy
intervention. While teachers demonstrated strong instructional expertise, perceptions of
leadership support varied across school contexts, particularly regarding professional
development, resources, and instructional guidance. Overall, findings suggest that
effective literacy intervention in dual-language programs requires both language-specific
instructional practices and coherent leadership support systems.
Recommendations. Recommendations include providing specialized professional
development focused on biliteracy development, cross-linguistic transfer, and language-
specific literacy intervention practices. School and district leaders should strengthen
bilingual intervention systems, guarantee access to high-quality resources in both
languages, and align Multi-Tiered System of Supports structures with the objectives of
dual-language programs. Future research should examine literacy intervention practices
across broader and more diverse dual-language learning environments.