Indigenous Education Commons^™

Inspiring Multilingual Children To Explore The Natural World Using Nature-Based Literature, Jennifer Hill, Deborah Wheeler

Journal of English Learner Education

Nature-based learning has become more popular in the United States since COVID-19, and incorporating nature-based learning including books about the natural world aligns with children’s natural curiosity, and desire to actively explore through play. Indeed, nature-based learning has many benefits ranging from supporting child development, promoting social-emotional well-being, and creating an inclusive learning environment for multilingual students. Reading nature-based literature and providing access to nature-based literature is a holistic methodology teachers should include in their classroom. This paper highlights the benefits of nature-based learning and provides a variety of topics and resources teacher can utilize.

The Relationship Between School Connectedness And Well-Being Among Racial Minority English Language Learners: Implications For School Counselors, Laura Craven, Jonathan Ohrt, Keeland Lodato

Journal of English Learner Education

Students who feel connected to their school experience better academic performance, social competence, and mental health. English Language Learners (ELL) face unique challenges to school connectedness compared to their English-speaking peers. In this study, we explored the relationship between school connectedness and well-being for 205 racial minority ELL students. ELL students’ perceived school belonging was a significant predictor of well-being. We discuss implications for school counselors, including specific strategies for increasing ELL students’ school connectedness.

Breathing Life Into Sel: A Practitioner Inquiry On Hā, Belonging, And Multilingual Learners In Hawai‘I, Mylia Briggs, Monica Gonzalez Smith

Journal of Practitioner Research

This practitioner inquiry explores how a Pacific-oriented social-emotional learning (SEL) framework, Nā Hopena A‘o (HĀ: BREATH), can affirm the cultural identities and emotional well-being of Filipino multilingual learners (MLs) in Hawai‘i. Implemented over a 15-week period in a third-grade classroom, the study draws on culturally adapted SEL lessons, student exit tickets and focus groups, and teacher reflections to examine how SEL shifts when grounded in Indigenous values, heritage language use, and community knowledge. Findings reveal three key themes: (1) Cultural Connection Fosters Belonging, (2) Language Visibility Promotes Emotional Safety, and (3) Identity-Affirming Practices Build Confidence and Voice. While students responded …

Supporting English Language Learners: A Comprehensive Guide For Long-Term Success, Yana Shifrina-Piljovin

Journal of English Learner Education

Abstract

This literature review provides a thorough examination of the various multifaceted challenges encountered by Long-Term English Language Learners (LTELLs) in educational settings. It critically analyzes the effectiveness of current support systems and instructional strategies, synthesizes relevant recent research findings, and offers targeted recommendations aimed for educators and policymakers striving to improve educational outcomes for LTELLs. The review evaluates the efficacy of existing support frameworks and teaching methodologies, synthesizes contemporary research findings, and presents actionable recommendations for educators and legislators to enhance the learning outcomes of these students.

Supporting English Language Learners LTELLs) in classroom settings requires a deep understanding …

Are Testing Accommodations Helping Or Not? A Review Of English Learner (El) Accommodations On Standardized Tests, Cole Forbes

Journal of English Learner Education

This paper examines and critiques English Learner (EL) testing accommodation policies. They have been ineffective at increasing test scores and accessibility. The policies have mandated that EL students participate in high-stakes assessments with accommodations, and sometimes without them. The purpose of the accommodation is to create an even playing field for all test-takers, so that no subgroup is put at a disadvantage, which would compromise their scores and lead to misclassification of students. Laws and Acts such as the Bilingual Education Act of 1968, No Child Left Behind, and the Every Student Succeeds Act have updated and mandated a more …

Differentiated Instruction For Multilingual Learners: A Thematic Analysis Of Research And Practice, Mohsine Bensaid, Jiayuan Jiang

Journal of English Learner Education

Differentiated instruction (DI) is widely promoted as a means of supporting diverse learners, yet its enactment for multilingual learners (MLs) remains uneven and under-theorized in mainstream classrooms. This study examines how DI is conceptualized and implemented to support MLs by attending to learners’ linguistic, cultural, and academic profiles. Using reflexive thematic analysis, this qualitative synthesis examines 20 peer-reviewed empirical studies published between 2010 and 2024 in English-medium K–12 contexts in the United States, with particular attention to elementary settings when specified. Analytic interpretation was supported by practitioner-based reflection functioning as an interpretive lens rather than a separate data source. Four …

Motivating Passion And Purpose In Grade Six Students Through Game-Based Learning, Violet H. Harada, Patricia Louis

Learning Hub

This article examines how a sixth-grade pathways course at Kamehameha Schools in Hawai‘i leveraged Game-Based Learning (GBL) and Indigenous knowledge to foster student agency, creativity, and environmental stewardship. Designed and taught by school librarian Patricia Louis with support from a multidisciplinary instructional team, the Nā Lawai‘a Hawai‘i (Fishing, Hawaiian Style) elective engaged students in researching the ‘Ama‘ama (Hawaiian striped mullet) and the ecological challenges it faces, then translating their learning into the design of a board game, ‘Ama‘ama Escape. Grounded in constructivist, learning-by-making principles, the course guided students through an iterative design process that included inquiry, collaboration, prototyping, and playtesting. …

Wild Rice Life Cycle: An Integrated Science, Social Studies, And Ela Lesson, Rhett Zima, Lily Deming

OER Materials

This lesson is designed to deepen students’ understanding of wild rice, a plant native to Minnesota, by integrating life science concepts such as structure, function, life cycles, and seed dispersal with prior knowledge from English Language Arts and Social Studies. Using the 5E instructional model (Engage, Explore, Explain, Elaborate, and Evaluate), students participate in a structured, inquiry-based learning experience. They begin by connecting to prior knowledge and generating questions, then investigating the life cycle and growth patterns of wild rice through hands-on exploration. As students build their understanding, they analyze how the plant’s seed dispersal supports its survival and reproduction. …

Why Indigenous Children’S Literature Matters: A Native Hawaiian Perspective, Julie Kaomea

Occasional Paper Series

No abstract provided.

Breathing In Two Languages: Inclusive Sel For Multilingual Learners, Mylia Briggs, Monica Gonzalez Smith

Journal of English Learner Education

As multilingual learners (MLs) represent the fastest-growing student demographic in U.S. public schools, educators face increasing pressure to support these students’ academic and socio-emotional needs. Traditional social-emotional learning (SEL) frameworks often align with Eurocentric norms and overlook the cultural and linguistic assets of MLs. This action research self-study investigates a third-grade teacher’s implementation of culturally responsive, equity-oriented SEL (CRSEL) practices in an urban public school in Hawai‘i. Through adapted SEL lessons centered on gratitude, students engaged in activities that integrated home languages, cultural traditions, and identity-affirming practices. Findings reveal three key themes: self-awareness as validating and emancipatory, social awareness as …

Exploring Language Through Systemic Functional Linguistics: Importance Of Communicating And Developing Academic Language For Multilingual Learners, Yana Shifrina-Piljovin

Journal of English Learner Education

Systemic Functional Linguistics (SFL) is a comprehensive theory of language that offers a unique perspective on how we use language to communicate and create meaning. SFL provides educators with a powerful theoretical framework for understanding how language functions in various contexts and how this knowledge can be applied to enhance classroom instruction. Developed by linguist Michael Halliday in the 1960s, SFL has become an influential framework for understanding linguistic metafunctions, from everyday conversations to academic discourse. The "systemic" aspect of SFL refers to the idea that language is a network of systems, each offering a set of choices for expressing …

The Benefit Of Qualified English Language Teachers In Non-English-Speaking Countries, Tina M. Allen-Abulhassan

Journal of English Learner Education

Abstract

This study explores the impact of qualified English language teachers on English Language Learners (ELLs) in their home countries, assessing how English language instruction can enhance their preparedness for higher education in Western universities. The need for effective English language education is underscored by the scarcity of qualified ESL instructors, which leaves L2 learning ill-equipped for academic success. Utilizing Vygotsky’s social development theory, particularly the Zone of Proximal Development, this research examines the role of social interactions with qualified native speakers in fostering language proficiency and academic achievement. The literature review highlights significant barriers ELLs face, including inadequate teaching …

Hands-On Stem In Ghana: Inspiration For Culturally Relevant Pedagogy Globally, Alhassan Issifu, Mawuena A. Hanson, Heather R. Beem

Journal of Pre-College Engineering Education Research (J-PEER)

Many educators are increasingly seeking culturally relevant pedagogies they can employ to effectively engage their students. In Ghana a substantive set of hands-on STEM content has been created, incorporating locally available materials and cultural approaches while maintaining alignment to the national curricula. Against a backdrop of almost no public primary or junior high schools in the country containing any lab equipment, this approach leverages and celebrates the abundance of what is available within the locality. This challenges narratives of what is considered “good” and recenters power back with those in the classroom. Three sample activities and three firsthand stories are …

Enhancing Educational Outcomes For English Learners: The Role Of Culturally Responsive Teaching And Professional Development In Texas, Elisa Garcia, Kristi L. Santi

Journal of English Learner Education

The increasing population of English learners (ELs) in Texas public schools requires a focused approach to their education. This article explores the challenges faced by ELs, including the risk of misplacement in educational programs and the need for culturally and linguistically responsive teaching practices. Drawing on recent research, the article highlights the importance of professional development (PD) tailored to the unique needs of ELs. Effective PD programs should prioritize cultural and linguistic awareness, collaborative learning opportunities, and strategies for differentiated instruction. The article also discusses the significance of engaging parents and the community in supporting ELs. By implementing these recommendations, …

Everything Is Bigger In Texas: English Learners And The Difficulty Within Assessment, Identification, And Program Development, Gloria A. Avila, Kristi L. Santi

Journal of English Learner Education

This report explores the critical components of effective program placement for English learners, emphasizing the need for accurate assessment and identification processes to ensure appropriate placement. It highlights the rapid growth of the EL population, particularly in the state of Texas, and underscores the importance of developing tailored educational programs that meet the unique needs of English learners. By examining current practices and identifying key areas for improvement, this paper aims to enhance the academic and linguistic outcomes for English learners, ultimately fostering an inclusive and supportive educational environment.

The Science Of Reading, Writing, And Dual And English Language Learners, Vickie Johnston, Nika Verna

Journal of English Learner Education

This paper presents an evidence-based approach to meeting the needs of dual language and English Language Learners (ELL) that includes leveraging the skills and knowledge of the home language, oral language instruction, and the utilization of both effective writing instruction and multicultural children’s literature. This evidence-based approach includes insights gleaned from the science of reading (SOR) and research on writing development with ELLs and instruction needed to help their written communication skills. Practical classroom applications for using multicultural children’s literature include integrating the Universal Design for Learning (UDL) framework to ensure the literature chosen is necessary for some and beneficial …

Transforming K-12 Classrooms: Ten Essential Strategies For Cultural Responsiveness, Sandra Johnson, Stephanie Johnson, Regina Reber

Journal of English Learner Education

Across the United States, in K-12 classrooms, diverse student populations continue to increase, challenging educators to meet student cultural, linguistic, and academic needs. The study examined the best practices related to culturally responsive teaching (CRT) strategies to better meet all students' needs. A qualitative approach was used to collect data from licensed K-12 educators in New Mexico and Colorado. The findings revealed three essential themes: culturally responsive pedagogy, the positive impact of CRT, and the creation of physical spaces to support inclusivity. The findings revealed the significance of building strong relational capacity, encouraging collaboration, supporting multilingualism, and creating effective physical …

Why The “Whole Language Approach” To Reading Fails Ell Students & Instructional Strategies To Employ Instead, Caitlyn E. Petrus

Journal of English Learner Education

The research presented in this article demonstrates a qualitative view of the science of reading for phonemic awareness instruction, phonics instruction, vocabulary development, and reading comprehension strategies for English Language Learners (ELLs) in PK-12 schools. The research builds upon esteemed writers Dr. Sharon Vaughn and Dr. Sylvia Linan-Thompson’s work in their book Research-Based Methods of Reading Instruction for Learners, Grades K-4 and other reading experts such as Dr. Wiley Blevins and Dr. Lisa Moats to apply to the growing population for ELLs in PK-12 schools and how to shift from a “whole language classroom” to a classroom built on the …

A Seat At The Schoolhouse Table: Reimagining Education Through Afrofuturist And Womanist Theory, Natasha M. Capers

Student Theses

“A Seat at the Schoolhouse Table: Reimagining Education Through Afrofuturist and Womanist Theory” critically examines how curriculum, even when well-intentioned, can perpetuate harm by excluding the lived experiences of marginalized communities—especially Black, Indigenous, and LGBTQIA+ students. Using a real middle school immigration assignment given to the author's son as a case study, this capstone deconstructs the structural biases embedded in curriculum design and proposes a radical reimagining through the liberatory lenses of Afrofuturism and Womanism. Blending scholarly inquiry, personal narrative, and community-based interviews, this project offers a restructured assignment that centers joy, identity, and speculative storytelling as tools for educational …

Teaching Towards Connection And Love For Place Through A Kinship/Indigenous Worldview: A Critical Pedagogy Of Place, Rita Monique Bouchard

Antioch University Dissertations & Theses

The purpose of this hermeneutic phenomenological study was to observe the lived experiences of children while learning about place through a Kinship/Indigenous worldview and the impact of the experience on their love and care for place. The study unfolds from a theoretical framework at the nexus of critical theory, place-based education, and a Kinship/Indigenous worldview. The overarching question is, “Can teaching through an Original Kinship/Indigenous Worldview grow children towards connection and love for place?” Elementary students and their teacher explored one square block of the school community, illuminating a different aspect of our place daily through Kinship/Indigenous worldview Precepts (Wahinkpe …

Digital Stories Of Resilience: A Case Study Of Urban Community College English Learners, Patricia George Hunter

Journal of English Learner Education

This study utilizes a qualitative case study approach to learn how project-based, digital storytelling (DST) voices the resilience of post-secondary English language learners (ELLs) attending a minority-serving, open-access, community college in New York City. Along with many studies that have examined the usefulness of DST in oral production, this research investigates whether project-based digital storytelling enhances students’ understanding of academic content related to resilience and conventional composition. Narrative inquiry (NI) research technique is the basis of the digital story project in an English as a Second Language (ESL) course. In this case, the study relies on observations and artifacts to …

Indigenous Curricula And Teachers’ Preparedness, Caitlin M. Benson

Masters Projects

Indigenous curriculum in elementary school does not adequately describe the relationship between Indigenous people and the European colonizers. This inadequate representation leads to harm towards people of color and limits the understanding of U.S. history for all students. TribalCrit and other theories seek to offer ways to remediate this lack of Indigenous representation in U.S. culture and education. Using TribalCrit and Indigenous Studies Frameworks before teaching social studies curricula can help to prepare teachers to present the material to students in an equitable manner. The quick guides and resources located in the appendices of this project will give elementary educators …

Honoring Indigenous Worldview: Cultural (Un)Responsiveness In Gifted Education, Vicki Boley

Electronic Theses and Dissertations

Many working understandings of giftedness exist within dominating Western frameworks, gatekeeping gifted education from students who do not “fit” inside such frameworks (Owens et al., 2018; Rinn et al., 2020; Sternberg et al., 2021). As a result, K- 12 Native American, Alaska Native, and Native Hawaiian students are underrepresented in gifted education programs (Sternberg et al., 2021) and overrepresented in special education programs (NCLD, 2023). When considering Indigenous students in particular, Western orientations surrounding giftedness perpetuate assimilation, dominance, and continued colonization (Battiste, 2013; Dunbar-Ortiz, 2014; Gentry & Gray, 2021a). Leveraging Positionality and The Pedagogy of Listening as conceptual frameworks, this …

Mongolian Pastoralist Parents’ Experiences In Managing Their Primary School Children’S Living Arrangements, Batdulam Sukhbaatar Dr, Klára Tarkó Dr, Batkhand Sukhbaatar Mr

The Qualitative Report

Sending children, especially six-year-old ones, to school put pressure on pastoralist or herder households to balance their livestock herding needs and their children’s schooling needs at the same time. Due to remote campsites located in isolated rural areas far from any schools, pastoralists need to arrange a place for their children to stay during the school year. In this interpretive phenomenological study, we explored pastoralist parents’ experiences in managing different living arrangements for their primary school children during the school year. We conducted semi-structured interviews with five pastoralist parents from a remote county (an administrative division under a province) in …

Reacciones De Los Docentes Ante Las Prohibiciones Y Biblioclastia De Los Nuevos Libros De Texto Gratuitos De México En 2023: Un Estudio Cualitativo Descriptivo, Eric Silberberg, Armida Liliana Patrón Reyes, Pedro Chagoyán García, Eric Manuel Benjamín Sánchez Barragán

Publications and Research

El lanzamiento de los nuevos libros de texto gratuitos (LTG) en México al inicio del ciclo escolar 2023-2024 provocó una crisis política. Varios estados prohibieron su distribución y segmentos de la sociedad civil pro- testaron aduciendo que los LTG “adoctrinarían” a los niños en la ideología izquierdista y la diversidad sexual y de género. Este estudio tuvo como objetivo investigar los efectos de las prohibiciones y polémicas en docentes de escuelas primarias, secundarias y telesecundarias. Se empleó una metodología etnográfica con entrevistas semiestructuradas y apuntes de campo rescatados en tres escuelas de Guanajuato y tres de Puebla. Los resultados revelan …

Teachers’ Reactions To The Bans And Biblioclasm Of Mexico’S National Free Textbooks In 2023: A Descriptive Qualitative Study, Eric Silberberg, Armida Liliana Patrón Reyes, Pedro Chagoyán García, Eric Manuel Benjamín Sánchez Barragán

Publications and Research

The rollout of Mexico’s new national free textbooks (LTG) at the outset of the 2023-2024 school year sparked a political crisis. Several states sued to prohibit their distribution and segments of civil society protested that they were designed to “indoctrinate” children in leftist ideology and sexual and gender diversity. This study aimed to investigate the effects of the bans and controversy on the classrooms of elementary, middle, and telesecundaria teachers. An ethnographic methodology was employed with semi-structured interviews and field notes collected at three schools each in Guanajuato and Puebla. Findings reveal that physical resources are incredibly important to teachers, …

Application Of Multicultural Literature In The Early Childhood Classroom, Deborah Wheeler, Jennifer Hill

Journal of English Learner Education

Culture equates to identity; therefore, the implementation of multicultural literature in the early childhood curriculum is an essential method for securing children’s concept of self and cultural identity. This qualitative study explored the implementation of multicultural literature in early childhood classrooms, and the research included questions pertaining to multicultural literature training, instructional methods, and barriers encountered. The purpose of the study was to answer questions regarding teachers use of multicultural literature in the classroom, how often teachers read multicultural literature and how teachers integrated multicultural literature into instruction. An additional question inquired about what multicultural books titles were teachers reading …

Asset-Based Teaching; Uncover, Cultivate, And Empower Students’ Uniqueness, Stephanie K. Knight, Marjaneh Gilpatrick, Tracy Vasquez

Journal of English Learner Education

As instructors who are in tune with their learners learning and communication styles as well as their family and cultural backgrounds, it makes sense that they view their students’ skills and abilities from an asset-based lens. This article provides the readers with some tactics on how to develop and nurture that growth mindset.

When we consider the assets students bring to individual classrooms, the teaching becomes more personalized and relevant to their learning needs. By implementing these teaching practices, instructors are uncovering, cultivating, and empowering their students’ unique abilities. Ultimately students are able to apply their knowledge, skills, and abilities …

Experiential Leadership Learning: Narratives Of A Multiple Case Study Of Mexican School Leaders Appointed To Indigenous Schools, Manuel Lopez-Delgado, Argelia Estrada-Loya

Journal of Educational Leadership in Action

Training and preparation of school leaders have an impact on the quality of leadership displayed in their readiness for the leadership practice. However, in Mexico the training and preparation processes for school leaders are unclear and lack uniformity. The way of access to headship has promoted that school leaders learn to lead in their role without previous preparation for the position. This paper presents the findings of a study conducted through narratives that analyzed the leadership learning processes of novice and experienced school leaders. The study identified important learning experiences as the receptive observation, malleable observation, practical experiences of leadership, …

Homework Perpetuating Inequalities For Low-Income Families In Education, Eileen Boyd

Capstone Projects and Master's Theses

This capstone project delves into the persistent issue of homework perpetuating inequalities among low-income families. Drawing on insights from North American public school teachers who have shared their perspectives and experiences, this research employs a combination of literature reviews, teacher interviews, and anonymous surveys. The collective evidence underscores the unsettling fact that homework drives educational disparities. Consequently, it calls for a broader acknowledgment among educators and schools that homework often hinders rather than enhances a student's academic achievements.