Date of Conferral

6-3-2024

Date of Award

June 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Evelyn Ogden

Abstract

The growth in the English language learners (ELLs) population in the classroom has given rise to the need for teachers to employ strategies that are both innovative and culturally responsive. A Florida school district has implemented the Imagine Language and Literacy program to meet the growing academic and linguistic demands of its ELL students. However, understanding of teachers’ perceptions and challenges with this program in mainstream classrooms remains limited. This basic qualitative study explored the perceptions and challenges of teachers using Imagine Language and Literacy to support ELLs in their mainstream classrooms. The study was guided by Thomas and Collier’s prism model, Krashen’s second language acquisition, and Dweck’s growth mindset theory. Semistructured interviews were conducted with eight elementary school teachers, chosen through purposive sampling. The data garnered from the interview were transcribed and analyzed using initial and In Vivo codes and thematic analysis. The findings indicated that there is a need for professional development and training on the use of Imagine Learning to support ELLs in the mainstream classroom. The results also indicated that participants perceived Imagine Learning to be beneficial to the academic and language development of ELLs in the mainstream classroom. This study has the potential for positive social change on the local and national level, which can guide teachers’ use of intervention approaches in the mainstream classroom to bridge the achievement gap that is evident in schools throughout our nation. The findings also offer insight into the need for professional development and support that can result in improving the social and academic outcomes of ELLs and the classroom experience for the teachers who facilitate their learning.

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