As dual-language immersion programs expand throughout the Central Valley’s PK-12 schools, the higher expectations placed on these programs’ teachers may be contributing to burnout. Stephanie Aquino-Alcala, a recent graduate of the Master of Arts in Education program at Fresno State, presented the preliminary findings of her recent study, “The Hidden Load: Burnout Predictors in Dual-Language Bilingual Teachers,” at Stanford University’s “So, What are you Working On?” student-run conference on May 8.
Aquino-Alcala was part of a delegation of Fresno State students selected to showcase their work. Her peers also tackled pressing systemic and educational issues. Maria Turnbull, of the Master of Arts in Education program, explored teachers’ perspectives on the effectiveness of kindergarten curricula. Lauren Stanger, a cognitive science major, partnered with tribal archaeologist Cameron Dakota Chow-Garcia to research data privacy in digital cultural heritage archives. Forensics behavior science major Giselle Ossun co-authored a study with Fresno State student Stacy Sholes, assistant professors Dr. Hyeri Hong and Dr. Ryan Ditchfield and associate professor Dr. Christian Wandeler examining the use of procedural justice to reduce anxiety in graduate statistics courses.
For Aquino-Alcala, who is a fourth-grade Spanish dual-language immersion teacher in the Fresno Unified School District, the focus hit close to home. Her study, co-authored by Dr. Rosa Chávez, analyzes survey responses to identify the pressures driving teachers out of the classroom. Preliminary findings, Aquino-Alcala said, reveal a disconnect between program policies and administrative expectations, leaving teachers to navigate conflicting demands. Educators are increasingly caught between the educational goals of dual-language instruction and the rigid testing requirements of mandated standardized assessments.
“We strive to meet the expectations placed on us to meet the performance goals, but at times it feels like there’s minimal support and resources to meet those goals,” Aquino-Alcala said. “There are so many opportunities to create meaningful outcomes for the students participating in these programs, yet we are often unable to maximize that potential due to uncertainty about what we are permitted to do.”
The authors hope the findings will encourage educational leaders to strengthen their organizational support, adopt best practices and provide a clearly aligned grade-level curriculum to help dual-language teachers successfully manage classroom demands before they burn out.
“Reducing the unnecessary workload allows dual-language immersion teachers to focus on what matters most: supporting students,” Aquino-Alcala said. “I would hope to see more effort into creating these types of resources for us.”
Aquino-Alcala completed her research and graduated in May. She said presenting at the conference was a pivotal moment in her educational and professional path.
“It has helped me broaden my perspective and helped me envision other career pathways within education. I would like to continue exploring ways to improve our field and attempt to create better conditions for teachers to really showcase their abilities.”
