Document Type

Restricted

Advisor

Rashelle Litchmore

Publication Date

2026

Abstract

This study examined the impact of bilingual parallel teaching interventions on the academic self-concept of multilingual learners (MLLs), with a focus on perceived competence and achievement motivation. Conducted in a first-grade classroom in southeastern Connecticut, the intervention involved reading classroom-aligned texts in English followed by Spanish reinforcement sessions designed to support comprehension and participation. A mixed-methods approach was used, including pre- and post-intervention academic self-concept measures, student interviews, teacher-reported behavioral data, and observational field notes. Quantitative and qualitative findings indicated that students maintained generally positive perceptions of academic competence across the intervention period. In contrast, qualitative and observational data revealed increased participation and engagement when instruction was supported in Spanish, suggesting improvements in achievement motivation under conditions of greater language accessibility. Thematic analysis further indicated that students’ competence beliefs were grounded in subject-specific strengths and reinforced through external validation from teachers and parents, while engagement varied depending on contextual factors such as language, task difficulty, and access to support. Additionally, students demonstrated an inclination toward bilingual learning, valuing both English and Spanish for complementary academic and social purposes. Overall, results suggest that Spanish-supported instruction may not significantly alter perceived competence in the short term but can enhance participation and engagement by improving comprehension and access to learning, highlighting the importance of linguistically responsive instruction in supporting multilingual learners’ academic experiences.

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The views expressed in this paper are solely those of the author.