Date of Conferral

10-16-2024

Degree

Ph.D.

School

Education

Advisor

Darci Harland

Abstract

English language learners (ELLs) have struggled with learning a new language and content online within the U.S. school system. The research problem on which this study was based was that because ELLs have unique cultural and linguistic challenges while learning online, a better understanding of teachers’ experiences of how transcaring strategies are applied in online learning spaces for secondary ELLs was needed. The purpose of this basic qualitative study was to explore teachers’ experiences of applying transcaring strategies with secondary ELLs in online spaces. Garrison’s community of inquiry was the conceptual framework, in which the research question related to the experiences of teachers of ELLs and how they set the climate, selected content, and supported discourse to provide transcaring strategies in online learning spaces. Interview questions aligned with the research questions, framework, and transcaring strategies and were conducted with secondary ELL teachers. Data were analyzed through a multilevel thematic analysis process. The key findings show that teachers used transcaring strategies to create an online environment with open communication focused on students’ individual and cultural needs to encourage students to participate and learn. Teachers also focused on students’ personal interests to help students create a connection to new content by using their native language as a scaffolding tool and for brainstorming purposes. The results of the study may provide teachers and stakeholders with examples of strategies to ensure the success of ELLs in online courses. The study may contribute to positive social change by providing potentially improving learning environments for ELL and may contribute with their online learning success.

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