Date of Conferral
2022
Degree
Ph.D.
School
Education
Advisor
John Harrison
Abstract
English language learner (ELL) students come from diverse linguistic backgrounds, and educators need specific training in second language acquisition and content instruction to provide culturally responsive instruction leading to academic success. This phenomenological interpretative analysis was designed to explore the lived experiences of general education middle school teachers of ELL students and their practices of culturally relevant pedagogy in diverse classroom environments. The theoretical foundation of this study was grounded in both social constructivism and diversity pedagogy theory, as both theories support the construct of sociocultural interactions experienced by educators in this setting. The research question inquired about the perceptions of general education middle school teachers regarding ELL students and the culturally relevant pedagogy needed to support ELL students’ academic needs. The qualitative phenomenological design employing interpretative analysis was chosen to explore the attitudes and perceptions of educators towards practices of cultural pedagogy in classrooms. Data were collected through in-depth semistructured interviews with 12 participants. Thematic analysis was used to evaluate the collected data. As a result, three major themes were the need for increased and targeted CRP training for the teachers, awareness that each child in the classroom is represented, and a belief in the success of CRP through the empowerment of students. Implications of the study findings support the need to integrate culturally diverse pedagogy in classroom environments to promote positive social change and academic achievement among ELL students.
Recommended Citation
Johnson, Niyoka S., "Teachers’ Perceptions of Language Learners and Culturally Relevant Pedagogy" (2022). Walden Dissertations and Doctoral Studies. 13469.
https://scholarworks.waldenu.edu/dissertations/13469
