Culturally Responsive Practices to Improve Instruction for Secondary Emergent Bilingual Students: A Design Development Study

Teaching emergent bilingual (EB) students requires that schools provide classroom environments that put into practice strategies that support English language development and support teachers with ongoing professional development and support to implement these strategies. Successfully implementing programs that address the affective, linguistic, and cognitive needs of EB students has proven to be a challenge for many schools, especially secondary schools. This qualitative action research study gathered data using a pre- and post-survey as well as classroom and professional learning community notes to examine the level to which participating middle school teachers implemented culturally responsive teaching practices. A professional development plan was created based on the data collected and the research collected. The study aided in the formation of school and teacher level recommendations based on a shared vision for emergent bilingual students developed through the designed-based intervention plan created. During the planning and lesson development sessions, particular focus was placed on identifying and connecting culturally responsive teaching strategies to district and campus initiatives. Highly developed and supported teachers of EB students will assist in helping these students develop the knowledge and skills in both content and language to ensure success in school and life.

Author dc:creator

• Gonzales, Caroline R,

Contributors dc:contributor

• de Leon, Vanessa
• Valle, Fernando
• Almager, Irma

• emergent bilinguals
• culturally responsive teaching practices
• secondary

Statement dc:rights

• Access is not restricted.

Language dc:language

en

Handle dc:identifier.uri

https://hdl.handle.net/2346/96821

OAI identifier oai:identifier

oai:tdl-ir.tdl.org:2346/96821