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Increasing Classroom Teachers' Use Of Linguistically Responsive Strategies To Support English Language Learners: A Mixed-Methods Study, Christie Shealy
Increasing Classroom Teachers' Use Of Linguistically Responsive Strategies To Support English Language Learners: A Mixed-Methods Study, Christie Shealy
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With the dawn of the new decade, English Language Learner (ELL) populations began to grow in states without structures and professional learning to equip teachers to face the changing demographic of the classroom. In response to the growth of the knowledge gap between classroom teachers in South Carolina and their diverse classrooms, I conducted a study based on improvement science principles. As a long-standing ELL program coordinator, I experienced the need to increase linguistic responsiveness in classroom teachers on a daily basis. The application of the plan-do-study-act (PDSA) cycle utilized mixed methodology to gather data to increase classroom teachers’ use …
The Impact Of Funds Of Knowledge On Elementary Multilingual Learners’ Perceptions Of Their Connection To Their Teacher And The Classroom, Kelli Lowe
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The U.S. population is rapidly becoming more culturally and linguistically diverse, and the education system is ill-equipped to meet the needs of these diverse learners thus creating large achievement gaps. In South Carolina, two factors contributing to an inadequate education system are the lack of teacher preparation programs that address cultural diversity and a predominantly White teacher workforce for an ever-growing diverse student body. The combination of these two factors is particularly detrimental to multilingual learners in the most critical time of a child’s development. This qualitative study was part of a collaboration and combined improvement science with design thinking …