Date of Award
9-12-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Ibrahim Duyar
Committee Members
Karen Norwood, Richard Casey
Call Number
LD 251 .A566d 2024 S56
Abstract
This qualitative bounded case study explores the perceptions of teachers and parents in an English Learner (EL) program at a K-4 elementary school in central Mississippi. With the growing population of Hispanic students in public schools, there is an urgent need to address the barriers that hinder their academic success and language acquisition. The study aims to evaluate the effectiveness of culturally relevant resources and barriers and uncover successful strategies for promoting EL student achievement. Vygotsky’s (1978) Theory of Social and Cognitive Constructivism (SCC) and Ladson-Billings’ (1995) Theory of Culturally Relevant Pedagogy (CRP) were adopted as guiding theories. These frameworks guided the exploration of how culturally relevant teaching practices and resources impact EL students' language acquisition and academic performance. Data was collected through semi-structured interviews with 13 teachers and focus group discussions with 12 parents of EL students. Thematic analysis was employed to identify recurring themes, patterns, and ideas. The research questions focused on understanding the perceptions of teachers regarding barriers to language acquisition, the effectiveness of culturally relevant resources, and successful instructional strategies, as well as parents' perceptions about the barriers their children face in the EL program. Findings reveal that both teachers and parents perceive significant barriers to EL student success, including limited English proficiency, lack of culturally relevant materials, insufficient teacher training in CRP, and inadequate communication between teachers and parents. Effective strategies identified include cooperative learning, small group instruction, and incorporating culturally relevant materials and activities into the curriculum. Teachers emphasized the need for professional development focused on CRP and the importance of building strong, culturally responsive relationships with students. The study concluded that addressing these barriers and implementing identified strategies can significantly improve EL students’ academic outcomes. Recommendations include increasing access to culturally relevant resources, enhancing teacher training in CRP, and fostering better communication and collaboration between teachers and parents. These steps are crucial for creating an inclusive and supportive educational environment that promotes the success of EL students.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Shoemaker, Reagan Le'Ann, "Perceptions Of English Learner Success Among Hispanic Students in English Learner Programs: A Case Study" (2024). Student Theses and Dissertations. 54.
https://arch.astate.edu/all-etd/54
