Date of Conferral

5-9-2025

Date of Award

May 2025

Degree

Ph.D.

School

Education

Advisor

Darci Harland

Abstract

The English language learner environment in U.S. secondary schools is increasingly complex due to the growing numbers of students with limited or interrupted formal education (SLIFE) who require a culturally responsive approach. Teachers are not prepared to meet the needs of SLIFE, especially in the technology-enhanced classrooms. A gap in the literature exists regarding the culturally responsive use of digital learning resources (DLRs) with high school SLIFE. The purpose of this quantitative study was to examine whether the teachers’ self-reported multicultural teaching competencies (skills and knowledge) predict the choice of DLRs used with SLIFE. The study was grounded in Vygotsky’s sociocultural theory of cognitive development (SCT). Through professional organizations and social media postings, the survey was accessible to approximately 165 schools and 1,500 member educator networks. The anonymous instrument was used to collect N = 37 viable responses. Multiple linear regression analysis showed a statistically significant positive predictive relationship with varied levels of degree to which the multicultural teaching competencies predicted the frequency of DLR utilization, underscoring the difference between how teachers operationalized their multicultural teaching competencies in relation to the choice of the DLRs (content, productivity, communication) tools. While the study was underpowered, the statistically significant results for all 16 regression models yielded a large (> 0.35) Cohen’s f effect size, proving the results meaningful. The potential for positive social change is the empowerment of educators, program directors, and technology creators to select, plan, and develop more culturally responsive, equitable, and inclusive technology supports for SLIFE.

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