Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary B. Trube

Abstract

K-3 teachers face challenges in meeting the learning needs of their emergent bilingual (EB) students in rural southeastern schools in the United States. The purpose of this basic qualitative study was to explore K-3 teacher perspectives on challenges to meet the English language learning needs of their EB students and to identify what K-3 teachers believe they need to meet their students’ learning needs. Two research questions addressed teacher perspectives on the challenges they face to meet the learning needs of EB students in rural schools and what teachers believe they needed to successfully address EB students’ learning needs. The conceptual framework combined the teachers of English to speakers of other languages (ESOL) framework and the integration of language and content teaching (ILCT) model. Open-ended interviews were conducted with 12 K-3 teachers of EB students in rural schools in the southeastern United States. Data analysis involved transcribing, coding, and establishing themes. Findings suggested that ESOL teachers of EB students address challenges by relying on technology and engaging in peer mentoring and co-teaching practices. ESOL teachers of EB students said they need support for developmentally, linguistically, and culturally relevant curriculum, training in inclusive strategies, and time to collaborate with all teachers of EB students. Positive social change may occur if the findings of this study are used by stakeholders in rural southeastern schools in the United States to value and support teacher practices that foster student bilingualism and provide all teachers with professional development on ESOL strategies with the resources needed to promote EB student success and allow all teachers who teach EB students time to collaborate and mentor each other.

Download

Share

 
COinS