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Culturally Responsive Teachers of En...

Al-Amin, Hediyah,

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Culturally Responsive Teachers of English Language Learners: A Qualitative Case Study = = Maestros culturalmente receptivos de estudiantes de ingles: un estudio de caso cualitativo /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Culturally Responsive Teachers of English Language Learners: A Qualitative Case Study =/ Hediyah Al-Amin.
Reminder of title:	Maestros culturalmente receptivos de estudiantes de ingles: un estudio de caso cualitativo /
Author:	Al-Amin, Hediyah,
Description:	1 electronic resource (146 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
Contained By:	Dissertations Abstracts International85-10A.
Subject:	English as a second language. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30994991
ISBN:	9798382193571

Culturally Responsive Teachers of English Language Learners: A Qualitative Case Study = = Maestros culturalmente receptivos de estudiantes de ingles: un estudio de caso cualitativo /
Al-Amin, Hediyah,

Culturally Responsive Teachers of English Language Learners: A Qualitative Case Study =Maestros culturalmente receptivos de estudiantes de ingles: un estudio de caso cualitativo /Hediyah Al-Amin. - 1 electronic resource (146 pages)

Source: Dissertations Abstracts International, Volume: 85-10, Section: A.

The steady increase in English language learners (ELLs) in United States schools has affected instructional approaches. Culturally responsive education (CRE) is one approach to addressing diverse learners' needs. The problem was many elementary school educators have not received professional development in the application of culturally responsive education (CRE) strategies to create learning environments in which ELLs' academic and social growth is effectively and appropriately supported. The purpose of this explanatory case study was to ascertain what types of professional development might support teachers' application of CRE strategies in the instruction of elementary ELLs. The literature suggested a need for research on teacher perceptions of CRE application. Grounded in the theories of culturally relevant pedagogy and culturally responsive teaching, this research examined how CRE training impacts teachers' classroom practice, how CRE meets ELLs' academic and sociocultural needs, and how teachers perceive the effects of CRE on ELLs. Participants were certified elementary school teachers with an English to Speakers of Other Languages (ESOL) endorsement who taught in the U.S. Fifteen teachers participated in a questionnaire, and three participated in semistructured interviews. Thematic analysis revealed themes regarding teachers' need for training to increase cultural awareness, to support ELLs' sociocultural and language learning needs, and to create classrooms in which ELLs feel respected and safe. Results suggested educators need CRE training to employ specific classroom practices to meet the needs of ELLs. Recommendations include proposed training foci, suggestions for further research, and a call for CRE training as a requirement for all educators.

English

ISBN: 9798382193571Subjects--Topical Terms:

516208
English as a second language.
Subjects--Index Terms:

Cultural awareness

Culturally Responsive Teachers of English Language Learners: A Qualitative Case Study = = Maestros culturalmente receptivos de estudiantes de ingles: un estudio de caso cualitativo /
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500 $a Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
500 $a Advisors: Quiatkowski, Sandra Committee members: Bateman, Tiffani.
502 $b Ed.D. $c American College of Education $d 2024.
520 $a The steady increase in English language learners (ELLs) in United States schools has affected instructional approaches. Culturally responsive education (CRE) is one approach to addressing diverse learners' needs. The problem was many elementary school educators have not received professional development in the application of culturally responsive education (CRE) strategies to create learning environments in which ELLs' academic and social growth is effectively and appropriately supported. The purpose of this explanatory case study was to ascertain what types of professional development might support teachers' application of CRE strategies in the instruction of elementary ELLs. The literature suggested a need for research on teacher perceptions of CRE application. Grounded in the theories of culturally relevant pedagogy and culturally responsive teaching, this research examined how CRE training impacts teachers' classroom practice, how CRE meets ELLs' academic and sociocultural needs, and how teachers perceive the effects of CRE on ELLs. Participants were certified elementary school teachers with an English to Speakers of Other Languages (ESOL) endorsement who taught in the U.S. Fifteen teachers participated in a questionnaire, and three participated in semistructured interviews. Thematic analysis revealed themes regarding teachers' need for training to increase cultural awareness, to support ELLs' sociocultural and language learning needs, and to create classrooms in which ELLs feel respected and safe. Results suggested educators need CRE training to employ specific classroom practices to meet the needs of ELLs. Recommendations include proposed training foci, suggestions for further research, and a call for CRE training as a requirement for all educators.
520 $a El aumento constante de estudiantes del idioma ingles (ELL) en las escuelas de los Estados Unidos ha afectado los enfoques de instruccion. La educacion culturalmente receptiva (CRE) es un enfoque para abordar las necesidades diversas de los estudiantes. El problema fue que muchos educadores de escuelas primarias no han recibido desarrollo profesional en la aplicacion de estrategias de educacion culturalmente receptiva (CRE) para crear ambientes de aprendizaje en los que el crecimiento academico y social de los ELL sea apoyado de manera efectiva y adecuada. El proposito de este estudio de caso explicativo fue determinar que tipos de desarrollo profesional podrian apoyar la aplicacion de estrategias CRE por parte de los docentes en la instruccion de estudiantes ELL de primaria. La literatura sugirio la necesidad de realizar investigaciones sobre las percepciones de los docentes sobre la aplicacion de CRE. Basada en las teorias de la pedagogia culturalmente relevante y la ensenanza culturalmente receptiva, esta investigacion examino como la capacitacion CRE impacta la practica de los docentes en el aula, como la CRE satisface las necesidades academicas y socioculturales de los ELL y como los docentes perciben los efectos de la CRE en los ELL. Los participantes eran maestros certificados de escuela primaria con respaldo de ingles para hablantes de otros idiomas (ESOL) que ensenaban en los EE. UU. Quince maestros participaron en un cuestionario y tres participaron en entrevistas semiestructuradas. El analisis tematico revelo temas relacionados con la necesidad de capacitacion de los docentes para aumentar la conciencia cultural, apoyar las necesidades socioculturales y de aprendizaje de idiomas de los ELL y crear aulas en las que los ELL se sientan respetados y seguros. Los resultados sugirieron que los educadores necesitan capacitacion CRE para emplear practicas especificas en el aula para satisfacer las necesidades de los ELL. Las recomendaciones incluyen propuestas de enfoques de capacitacion, sugerencias para futuras investigaciones y un llamado a la capacitacion CRE como requisito para todos los educadores.
546 $a English
590 $a School code: 2031
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650 4 $a Teacher education. $3 3172312
650 4 $a Bilingual education. $3 2122778
650 4 $a Curriculum development. $3 684418
653 $a Cultural awareness
653 $a Culturally responsive education
653 $a Social growth
653 $a English language learners
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710 2 $a American College of Education. $b Department of Teaching and Learning. $e degree granting institution. $3 3767660
720 1 $a Quiatkowski, Sandra $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-10A.
790 $a 2031
791 $a Ed.D.
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