Date of Award
1-16-2025
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Jacques Singleton
Committee Members
Karen Buchanan; Karen Norwood
Call Number
LD 251 .A566d 2024 H64
Abstract
The academic underperformance of English Language Learners (ELL) in middle schools remains a critical issue within the U.S. educational system. ELL students face a variety of obstacles that impact their academic achievement, such as language barriers and a lack of adequate support. This qualitative phenomenological study aimed to explore the barriers contributing to the academic struggles of ELL students in grades 6-8 in central Mississippi, focusing on the lived experiences of core subject teachers. The study sought to understand how these barriers affect instructional practices and student outcomes, particularly within the context of middle school education. The research was guided by the conceptual frameworks of Linguistically Responsive Teaching (LRT) and Culturally Responsive Teaching (CRT), which emphasize the importance of adapting instruction to meet the linguistic and cultural needs of students. Semi-structured interviews were conducted with six middle school teachers who work with ELL students. Thematic analysis was used to identify several significant barriers to ELL success. These barriers included inadequate teacher preparation, insufficient professional development related to culturally and linguistically responsive teaching methods, and the social emotional challenges experienced by ELL students, such as feelings of isolation and disengagement. Teachers also reported difficulties in communicating effectively with students and their families due to language barriers, which further hindered academic progress. The study's findings highlight the need for comprehensive teacher training programs that incorporate LRT and CRT approaches to better support ELL students. Additionally, schools should develop support systems that address the academic and emotional needs of ELL students. Future research should focus on expanding these interventions across diverse educational contexts and evaluating their long-term impact on ELL achievement and teacher efficacy. Keywords: English Language Learners, teacher preparation, Linguistically Responsive Teaching, Culturally Responsive Teaching, teacher efficacy.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Holbert, Marcus Tremayne, "Qualitative Study of Barriers That Contribute to English Language Learners Academic Underperformance in Middle School Grades 6-8" (2025). Student Theses and Dissertations. 1031.
https://arch.astate.edu/all-etd/1031
