Date of Award

Fall 9-26-2024

Document Type

Dissertation - University of Massachusetts Global access only

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Dr. Philip Pendley

Second Advisor

Dr. Martinrex Kedziora

Third Advisor

Dr. Lafaye Platter

Abstract

Purpose: The purpose of this phenomenological study was to identify and describe the strategies used by expert K-5 English language arts teachers to ensure that English learners realize academic success in reading, writing, and comprehension.

Methodology: Three school districts in southern California within Riverside County were selected to conduct a phenomenological study on expert elementary school teachers of emergent bilingual students. Purposeful sampling was utilized within this population to find participants who met specific criteria. Fifteen participants, five from each school district were selected from three Riverside County school districts: Moreno Valley Unified, Beaumont Unified, and Colton Joint Unified School districts. The researcher conducted one-on-one interviews to gather data, which was coded and analyzed.

Findings: Qualitative data from 15 interviews with public elementary school teachers who support EB students in language arts with reading, writing, and comprehension were examined by research sub-questions, aligned to the language theories by Stephan Krashen, Lev Vygotsky, and Jim Cummins, and identified strategies to improve EB student outcomes.

Conclusion: The study supported the findings that multimodal learning strategies, including kinesthetic, listening, and hands-on activities, can enhance engagement and English acquisition in EB students. Furthermore, reading comprehension strategies, implicit phonics instruction, and a safe learning environment can enhance engagement and English acquisition in EB students.

Recommendation: Five additional research areas were suggested to expand the existing literature on these variables.

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