Date of Conferral

2020

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Shelly M. Arneson

Abstract

In a suburban California elementary school characterized by significant numbers ofEnglish language learners (ELLs), school and district personnel were concerned that literacy among these elementary students remained low despite a recent district focus on literacy. This qualitative study addressed the problem of elementary ELLs not achieving the literacy skills necessary for success in English Language Arts (ELA) courses in school. The purpose of this study was to examine administrators' perceptions on implementing arts integration (AI) as a strategy to support the literacy of ELLs in ELA courses, the potential challenges associated with this strategy, and their role in a successful implementation of AI. Guided by Vygotsky's theory of creativity relating art, learning, and development, research questions were designed to address the purpose of this study. Purposive sampling was used and included 7 administrators who met the criteria of having worked with elementary ELLs and had knowledge of ELA and English language development standards. Using a basic design, data collection was done via semistructured, face-to-face interviews, and responses were analyzed and coded. Key results included the need for literacy support of elementary ELLs, professional development for administrators in language acquisition and AI, and administrative support for successful AI. A 3-day professional development project was designed to address, support, and advance the literacy of elementary ELLs. This project will spur positive social change by providing schools with evidence-based AI instructional support, resulting in improved literacy among elementary Ells.

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