Walker, Dana

Committee Member

McConnell, Christine

Committee Member

Milian, Madeline

Committee Member

Romero, Deborah


College of Education and Behavioral Sciences; School of Teacher Education, Educational Studies


University of Northern Colorado

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Place of Publication

Greeley, (Colo.)


University of Northern Colorado

Date Created



366 pages

Digital Origin

Born digital


The purpose of this study was to understand how dialogical peer coaching using an asset pedagogical framework supported the development of culturally sustaining pedagogy (Gay, 2000; Ladson-Billings, 1994; Paris & Alim, 2017). This action research study followed one teacher and eight emergent bilingual students during an intervention. The intervention consisted of asset projects developed from the funds of identity framework (Esteban-Guitart, 2016). The peer coaching process consisted of a period of observation followed by repeated co-planning, coteaching, and reflection. The researcher took a dialogical stance on creating asset projects with the students as well as peer coaching with the teacher using cycles of creative production and reflection to develop culturally sustaining pedagogy. All co-planning, co-teaching, reflective sessions, and interviews were audio-recorded. Recordings, artifacts, and classroom observations were analyzed for themes. The data showed asset projects elicited students’ funds of identity and prompted dialogic elements within the identity artifacts themselves, dialogue between students and teacher, and dialogue between the teacher and peer coach. This study demonstrated that dialogism is essential in adapting the funds of identity framework for theorizing and implementing asset pedagogy. Dialogism depended upon and also created more positive relationships, empathy, perspective-taking, and understanding of students’ assets. In addition, breakdowns in dialogism corresponded to a breakdown in asset pedagogy. Through the dialogical peer coaching process, the teacher shifted toward contextualizing instruction, a more communicative understanding of language (Walker, 2014), and the use of home languages to support learning. The teacher grew in empathy and understanding of her students’ backgrounds and experiences. The students experienced a closer relationship with the teacher and other students in the class as well as greater self-expression and continuity of self (Zittoun & Grossen, 2013). The researcher recommended further study of trauma-informed asset pedagogy as well as integrating critical pedagogy and WIDA standards into asset pedagogy.

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