Bilingual, Multilingual, and Multicultural Education Commons^™

Enhancing The Metacognitive Thinking Of Middle-Grade Multilingual Learners: A Design-Based Research Study Leveraging Dialogic Teaching, Renee R. Burns

Dissertations

This study explores how dialogic teaching can enhance metacognition and self-efficacy among middle school multilingual learners (MLs) who face challenges with the academic language demands of literacy tasks. Using a design-based research (DBR) methodology, specifically formative experiment, the Metacognitive Dialogic Teaching Protocol (MDTP) was implemented over seven iterative cycles. The research questions were as follows: How do dialogic interactions impact metacognition in middle-grade MLs? How does Metacognitive Dialogic Teaching affect comprehension development in these students? And how does it influence their self-efficacy? The participants included six middle-grade MLs engaged in a Tier 2 literacy intervention who initially exhibited fake reading …

Elevating Voices: Exploring The Impacts And Experiences Of Required Workplace Dei Training, Marika Barto

Dissertations

Mandatory diversity, equity, and inclusion (DEI) training is a common element institutional DEI initiatives in their response to dismantling racial inequity in government organizations; yet, the lived experiences of racially marginalized participants remain critically underexamined—particularly in government settings, where the bureaucratic structures implementing these trainings are themselves racialized. This research was conducted during one of the most politically hostile environments for DEI work in recent memory. Federal executive actions in 2025, specifically the “Bondi memo,” directed entities subject to federal antidiscrimination laws to cease DEI practices, creating immediate chilling effects that directly impacted this study and reminded us that the …

Reclamando Corazón Y Voz: Latinas Speak Their Truth Through Plática As Resistance In California Community College Learning Disabilities Assessments, Maricela Becerra

Dissertations

Although California Community Colleges (CCCs) offer learning disability (LD) assessments to determine eligibility for academic accommodations, for Latina students navigating converging forces of race, gender, language, citizenship, and ableism, these assessments often surface unspoken histories of harm. This study advanced Chicana feminista DisCrit (CFDC), extending disability critical race theory through Chicana spirituality and cultural intuition to examine possibilities when an educadora situates assessments in a plática grounded in consideración—respectful, relational, and unhurried care.

Rooted in Chicana feminist pláticas methodology and authored from the positionality of a disabled Latina scholar–practitioner, this qualitative decolonial dissertation explored how Latina students reflected on …

Learning Through Lowriding: Knowledge In The Garage, Bianca Elisa Arellano

Dissertations

Lowriding culture has long been situated at the margins where state-sanctioned criminalization processes delegitimize the intellectual agency of lowriders, rendering their knowledge systems institutionally illegible. This dissertation argues that such epistemic invisibility denies lowriders the agency to define their own intellectual contributions, and it reclaims lowriding as a site of profound resourceful innovation. Grounded in Chicana feminist epistemologies, the study theorizes how nepantla—the process of navigating and living at the margins—works alongside rasquachismo, the working-class sensibility through which constraint becomes a site of knowledge production, to frame lowriding in Chicanx San Diego communities as an embodied tension where subversive, resourceful …

Who Gets To Be Taken Seriously? Three Atypical Scholars Navigate Doctoral Education At The Intersections Of Race, Neurodivergence, And Veteran Identity, Sr. Richard De La Garza

Dissertations

As a first-generation, neurodivergent, Mexican American/Chicano veteran, I entered the University of San Diego's doctoral program having had experiences that most institutional intake processes would label as risk factors. The Findings chapter of this dissertation begins by describing those experiences—not as a confession, but as the foundation for a systematic inquiry into how doctoral legitimacy is produced, withheld, and defended. The description of my life experiences is followed by a discussion of the doctoral journeys of two other study participants who also were atypical doctoral candidates.

The central argument being advanced is this: What higher education calls "fit," "rigor," and …

Secondary Teachers’ Perceptions On The Wida Framework To Support Academic Literacy In Multilingual Learners, Laura G. Faris

Dissertations

The purpose of this study was to determine teachers’ perceptions of benefits and barriers to using the WIDA Framework to support academic literacy in multilingual learners (MLs).  Content-area teachers of MLs who continue to learn English are teaching academic literacy through complex linguistic structures for students to both comprehend and produce informative textual structures which occur in secondary textual reading and written assessments in the literature and historical content areas. Qualitative methods including reflective journal entries, semi-structured teacher interviews, and classroom observations were used to collect data on teachers’ perceptions of the effectiveness of using the WIDA Framework to better …

Defining My Country: An Appalachian Educator’S Autoethnography Of Linguistic Erasure And Ai, Kimberly B. Wright

Dissertations

When students use AI writing tools to revise their work, the algorithms often erase the cultural and linguistic markers that constitute their authentic voice. This erasure operates through the same mechanisms that linguistic justice scholars have documented for decades: a dominant language ideology that frames non-dominant expression as deficient and “corrects” it into standardized prose. As a first-generation Appalachian educator who spent years suppressing her own voice to succeed in academic spaces, I recognize this pattern from the inside. Using autoethnography as a methodology, this study examines how my journey from voice erasure to reclamation informs my pedagogy to help …

Host Families’ Perspectives Of The Impact Of The Commodification Of Education On The Student-Host Family Relationship In Study Abroad, Guadalupe Bustamante

Dissertations

The growing commodification of education has reshaped study abroad in ways that extend beyond marketing and program design. While homestays have traditionally been viewed as the ideal format for cultural immersion and language acquisition, research has largely overlooked how these trends affect the student-host family relationship from the family's perspective.

This study examines whether, and, if so, how Spanish host families perceive their roles and relationships with the American students they host have been impacted by these trends. Using a qualitative exploratory case study design, the research focused on representatives from eight families in Madrid, who have hosted U.S. students …

Science For All: Utilizing Native And Everyday Language To Increase Academic Performance And Student Engagement For High School English Language Learners, Lashanda K. Whitworth

Dissertations

In public high schools across the U.S. high stakes assessments are seen as a lever to facilitate high-quality education and to gauge student learning. English Language Learners are mainstreamed into content classes and despite having low English proficiency scores are expected to perform as well as English first students and are required to take district and state mandated biology assessments. At the research site, ELLs comprise 25% of students and consistently score below the other subgroups in biology. This quasi-experimental study tested whether using disaggregate instructional strategies—incorporating ELLs’ native and everyday language—increases learning gains, academic growth, and engagement in a …

The Voices Of Educators And Elders: Examining A Supplemental Educational Program Through A Culturally Responsive Lens In Gullah Geechee And African American Communities, Kelly D. Shelton

Dissertations

African American students in South Carolina experience historical educational suppression (Anderson, 1988; Bowers et al., 2018; Fabel, 2019). This qualitative case study investigated how the use of African Diaspora and Gullah Geechee culture in supplemental education programs supported the academic success of youth. Using a culturally and historically responsive literacy and critical race theoretical framing (Gay, 2013; Hammond, 2015; Ladson-Billings, 2014; Ladson-Billings & Tate, 1997; Mills, 1997; Muhammad, 2020), this study captured the voices and insights of community elders and program directors of The Village Group, that makes use of Gullah Geechee cultural, academic, and vocational practices to engage and …

The Impact Of Culturally Diverse Student Populations On High School Mathematics Teachers’ Preparations And Practices In Southern Union Conference Of Seventh-Day Adventists, Carla Thrower

Dissertations

The Problem

Across the United States and within faith-based schools recent social and political currents have amplified tensions around culture and belonging in classrooms, particularly for students from racially, ethnically, linguistically, and socioeconomically diverse communities. Evidence indicates that when schooling practices overlook students’ cultural identities or normalize a single cultural frame, students can experience marginalization and reduced access to equitable opportunities to learn (Gay, 2018; Ladson-Billings, 1995; Milner, 2010). In mathematics, a subject often perceived as culture-neutral these dynamics may surface through curriculum choices, participation norms, and expectations that do not meaningfully connect to students’ lived experiences (Aguirre, Mayfield-Ingram, & …

General Education Teachers' Perspectives And Practices For Supporting English Language Learners In Memphis Charter Schools, Ijiah Hargrove

Dissertations

The growing enrollment of English Language Learners (ELLs) in U.S. schools, particularly within urban charter settings, presents unique challenges for general education teachers who are often underprepared to meet both linguistic and academic needs. The purpose of this study was to explore the instructional strategies, perspectives of their ability of self-efficacy, and institutional factors that shape how K–8 charter school teachers in Memphis support ELLs. This work is significant because teachers’ beliefs, preparation, and available resources directly impact ELL achievement and equity in education.

A qualitative single-case study design was employed, with twelve general education teachers recruited through purposeful sampling. …

An Examination Of African American Male College Students’ Perceptions Of Academic Engagement, Social Capital, And Success As Members Of Black Greek Letter Organizations On Predominantly White Campuses, Jerid P. Woods

Dissertations

This exploratory qualitative study examines the experiences of Black male students at predominantly White institutions (PWIs) through the lens of Yosso's Cultural Capital framework. It explores how membership in Historically Black Greek Letter Organizations (HBGLOs) shapes academic engagement, development of cultural and social capital, and academic success by leveraging cultural wealth.

Data were collected through semi-structured interviews with ten participants from various HBGLOs, and thematic analysis was used to identify key themes and patterns. Findings highlight that HBGLOs act as vital sources of social, cultural, and academic support, fostering a sense of belonging, promoting academic achievement, and creating leadership opportunities. …

Language Learner Literature: A Mixed Methods Study, Esmeralda Mora

Dissertations

This dissertation, Language Learner Literature: A Mixed Methods Study, by Esmeralda Mora, Ed.D., of National Louis University, specializing in Curriculum, Advocacy, and Policy, investigated the impact of shifting a Midwest high school world language department from a traditional, grammar-focused model to a proficiency-based approach centered on Language Learner Literature (LLL). Employing a Modified Explanatory Sequential Mixed Methods Design, the study first analyzed longitudinal AAPPL proficiency scores from 1,134 high school students (2020–2025) using T-tests and Multiple Linear Regressions to establish measurable outcomes (the "what"). This quantitative phase demonstrated significant and consistent gains in expressive skills (Writing and Speaking) post-LLL implementation, …

Evaluating The Effectiveness Of A Fully Immersive Esol Elementary Program: A Mixed-Methods Study, Equitia D. Armour

Dissertations

With the enrollment of students who are English Language Learners (ELL) steadily rising across the United States, this research sought to understand how immersive models support both language acquisition and academic achievement. This study examined the effectiveness of a fully immersive English Speaker of Other Languages (ESOL) program in one elementary school. The purpose was to identify the qualities of successful ESOL programming, and the conditions needed for sustained growth. The primary research question for this study was: What are the qualities of a successful fully immersive ELL elementary program? Using a mixed-methods design, data were drawn from surveys, interviews, …

Culturally Relevant Pedagogy In Teaching And Learning In High School Social Studies Curricula In Georgia: A Case Study, Sharon Ann Mcmeans-Lukiri

Dissertations

Despite increasing diversity within Georgia’s high school student population, it remains unclear to what extent social studies teachers incorporate Culturally Relevant Pedagogy (CRP) in the planning and implementation of their instruction. Recent research indicates that many educators continue to struggle with developing effective instructional practices that meet the learning needs of students from vulnerable communities (Liasidou & Symeou, 2018). Students from these communities often experience lower academic achievement (Ladson-Billings, 2009), and when the curriculum fails to reflect or respond to their cultural backgrounds, they are more likely to disengage from school (Ladson-Billings, 2009). This gap between students’ cultural needs and …

Developing An Instrument To Measure Teacher Attitudes Toward Multilingual Pedagogies, Lauren H. Ramers

Dissertations

In an increasingly globalized world, substantial numbers of multilingual learners occupy K–12 and higher education spaces bringing diverse linguistic resources that, when intentionally and appropriately leveraged, can significantly enhance English language learning outcomes. Multilingual pedagogies, which honor and build upon students' full linguistic repertoires, are essential for fostering equitable and inclusive learning environments. This quantitative exploratory study investigated teachers' attitudes toward multilingual teaching with the goal of developing a reliable survey instrument—the Multilingual Pedagogy Scale (MPS)—to measure how teachers perceive language learning in multilingual classrooms and what they report doing in their classrooms.

First, a review of the research helped …

Precarious Privilege: Exploring The Intersection Of White Teacher Habitus And Social Justice In International Schools, Kevin L. Workman

Dissertations

This qualitative study explored the underresearched phenomenon of White teacher allyship within an emergent diversity, equity, inclusion, and justice (DEIJ) movement in international schools. Gaining momentum in 2020 as a digital, postcolonial counterstory, the movement exposed structural inequities and racism across the international school ecosystem. Applying an antiracist reading of Bourdieu’s (1977) theory of practice, the study analyzes how White teachers (n = 8) from diverse international contexts understand, experience, and assess their participation in DEIJ activities. Thematic analysis of interview data corroborated the digital voices, explicitly identifying White supremacy as a key force shaping the field’s doxa. The study …

An Application Of Vocal Pedagogy For Thai Singers, Phitchaya Klimov

Dissertations

Vocal pedagogy incorporates diverse techniques and methodologies that aim to maintain longevity of the voice and to improve vocal performance, range, and tone. While vocal pedagogy has been extensively studied in Western music traditions, its application in the context of Thai singers remains unfamiliar. This dissertation will investigate the application of vocal pedagogy for Thai singers, with a focus on understanding the unique challenges faced by them. It will outline pedagogical approaches to address these challenges and will therefore lead to more authentic performances. “Complete mastery of the voice as an instrument is an idea toward which every singer must …

The Impact Of A Multilingual Learner Professional Development On Teacher Self-Efficacy And Student Perceptions Of Teacher Support, Mark A. Bryan

Dissertations

The population of multilingual learners is struggling to adapt to mainstream classes because the educational system has failed to support them on the same level as native English speakers. The gap in achievement and lack of teacher preparation demonstrates a clear need to support teachers who educate them. This study, a nonequivalent (pretest and posttest) control-group design combined with a cross-sectional survey design, addressed the effectiveness of a professional development series focused on best practices for teaching secondary math to multilingual learners. The professional development intervention consisted of one 45-minute initial session followed by twelve 15-minute mini lessons throughout the …

Stories Of California Mini-Corps Tutors: Exploring The Experiences Of Bilingual Latinx Early Preservice Teachers, Norma Rueda Santillanez

Dissertations

Restrictive language policies and practices in schools have racialized the experiences of bilingual Latinx early preservice teachers (EPSTs), leading many to internalize the belief that their language and culture are not valued. These deficit-based messages often influence their personal development and emerging professional identities. Despite the volume of scholarship about this pattern, little research has explored how this internalization shapes EPSTs’ perspectives as they move from being multilingual students educated in English-only environments to future credential program students and bilingual teachers. This critical qualitative case study examined this process as students engaged in school-based fieldwork through the California Mini-Corps program …

Toward Culturally Responsive Interpretation: Native American Histories, Lifeways, And Ways Of Knowing At The High Desert Museum, Carol Fitzsimmons, Ajena Cason Rogers

Dissertations

Many public museums and historic institutions reflect settler colonial culture and are primarily non-Native led. Although these institutions are trusted, many have perpetuated cultural harm through the theft of belongings, the misrepresentation of stories and histories, and the inaccurate portrayals of cultural content. When interpreting Native American experiences, many non-Native institutions struggle to co-create culturally responsive interpretation. The purpose of this basic qualitative study was to apply the four-truth framework, developed by the South African Truth and Reconciliation Commission, to better understand how the High Desert Museum approached the interpretation of Native American content and stories and to explore how …

Narratives Of Latina Teacher Candidates On Subtractive Schooling Experiences And Their Language Identity, Joao Goebel

Dissertations

The subtractive nature of bilingual education in the United States has long impacted the language identities of Latinx students. Despite being raised in multilingual environments, many are schooled in systems that devalue their home languages and prioritize English-only instruction. This study explored how these dynamics influenced Latina teacher candidates’ perceptions of their own bilingualism and professional identities. The purpose of the study was to examine how Latina teacher candidates understood and constructed their language identities in the context of their K–12 and higher education experiences. The study used narrative research centered on four Latina teacher candidates enrolled in an undergraduate …

Uncovering Best Practices For Professional Learning: A Focus On Dialogic Discourse, Belinda Jaquez

Dissertations

The education system rests in a paradox with an ever-changing world and classrooms frozen in time. Though technological advancements, societal changes, and policy reforms are continuously reshaping the world, classrooms have remained anchored in traditional teaching and learning practices. This study examined the relationship between professional learning programs and the quality of classroom instruction with a focus on implementing more collaborative and dialogic approaches to both student and professional learning. This research involved a multifaceted program evaluation of the learning environment centered on the learning experiences of both students and teachers. A utilization-focused evaluation approach was implemented to ensure the …

Understanding The Afghan Newcomer Experience From The Perspectives Of Teachers And Students, Elisabeth C. Trost

Dissertations

Newcomer English learners (ELs) often arrive in the United States having fled persecution, economic or political oppression, war, or natural disasters in their country of origin. They are new to the English language, new to the American school system, at times well into their educational journey, and sometimes have missed out on significant amounts of formal schooling. Many also carry trauma from the circumstances that forced them to leave their homes. Most schools are not fully equipped to welcome these students and their families into the learning community, nor are they prepared to address the unique challenges newcomer ELs face. …

Challenging Dominant Mindset Ideologies: Transforming Teaching And Learning That Impact Latinx Students, Francisco Lopez

Dissertations

Teacher identity poses a central connection to social justice education as researchers call for studies to pay attention to the cultural identities of those teaching in our schools when practices like color blindness are a common practice amongst teachers that keeps racial and social power intact. Despite the overwhelming presence of White teachers nationwide, we must pay attention to the specific needs of Teachers of Color in our classrooms. The assumption is often made that teachers of Color already have the knowledge on how to enact culturally responsive pedagogy. This study investigates the relationship between Critical Race Theory (CRT) and …

Understanding And Engaging In Equity Work: A Phenomenological Action Research Study Of Community College Esol Instructors, Emily E. Packer

Dissertations

Community colleges (CCs) are regarded as accessible and affordable pathways to higher education and financial mobility, offering significant potential to promote educational equity (Fink et al., 2023). These institutions enroll the largest number of English for Speakers of Other Languages (ESOL) students in adult education; however, CC ESOL students face lower rates of degree completion and transfer compared to their non-ESOL peers (David & Kanno, 2021; Fink et al., 2023; Raufman et al., 2019). While research has examined factors contributing to low CC ESOL student persistence and interventions to improve overall CC student outcomes, research on specific efforts to support …

Latinas In Higher Education: Paving & Weaving Wholeheartedly, Ariela M. Canizal

Dissertations

The deficit model in research has often framed Latinas in higher education through a lens of barriers and challenges, reinforcing stereotypes that depict them as unlikely to succeed in academic spaces. However, Latinas are actively resisting these narratives, weaving their resilience into their stories as they navigate the complexities of higher education, culture, and identity. This study examines how Latina students incorporate cultural background, familial support, and personal agency to thrive academically while challenging systemic obstacles and societal expectations. The research question that guided this study is: In what ways do undergraduate Latina students navigate identity as they experience leadership …

Famílias Indigenas Entre Mundos: Standing In Pachakuti, Living In Chi’Xi Within The Constellation Of Their Comunidad De Saberes, Ymasumac Marañón Davis

Dissertations

To be Indigenous is to be la luz del mundo, to stand in your light and spread your sunrays, no matter winds or clouds of colonization that strive to dim you. This qualitative study explored ways Indigenous Latine families negotiate a sense of place within onto-epistemological realities and their home culture of learning and Western education. This research is desire-based (Eve Tuck, 2009), creating our own project of modernity, grounded in one Indigenous family’s experience within their Andean community. Drawing from Critical Latine Indigeneities Framework (Blackwell et al., 2017) and Chicana Feminist Epistemologies (Bernal, 1998), using an Entre Mundos methodology, …

We Speak Life Into Their Language: Black Educators’ Approaches To Linguistic Justice In Urban Secondary Ela Classrooms, Lakeisha A. Davis

Dissertations

This study explores how Black educators navigate linguistic justice, deficit thinking, and stereotypes in urban secondary English Language Arts (ELA) classrooms. Using a hermeneutic phenomenological approach, it examines how teachers affirm Black Language (BL) while balancing the demands of White Mainstream English (WME) in academic spaces. Findings reveal that although educators employ culturally affirming strategies, they face challenges from restrictive language policies and standardized assessments. To counteract these barriers, they adopt negotiation practices that support students’ linguistic and cultural identities. From these findings, the study proposes Dynamic Linguistic Uplift (DLU)—a new theoretical framework that illustrates how Black educators sustain BL …