This study focuses supporting emerging multilingual newcomer students and their teachers. The study examines research regarding deficit mindset that has led to student labels that perpetuate negative school and teacher views of culturally and linguistically diverse students. Additional research used for this study includes studies on what has been determined to benefit emerging multilingual students, as well as studies about the role of globalization and politics in the education of emerging multilingual and other culturally and linguistically diverse students. The study seeks to further the research on what changes in practice and mindset need to take place in the system of education, as well as what can be done at the district, school, and classroom level to meet the needs to emerging multilingual students. The study was done in a public high school district in the state of California, and carried out by reviewing comments and feedback from participants - teachers and bilingual instructional assistants - during professional development sessions regarding emerging multilingual students. The feedback and comments were used to determine what teachers need to effectively teach emerging multilingual students. Additional data was collected from the school data system. The results of the study show that the teachers have a desire to teach their emerging multilingual students, but that their view of how to meet student needs is clouded by deficit mindset. Additionally, the study determines that teachers and students need proper materials, teachers, administrators, and school staff need professional learning that is based on current research, and teachers need time to collaborate with colleagues and plan for instruction.
","abstract_html":"<p>This study focuses supporting emerging multilingual <em>newcomer </em>students and their teachers. The study examines research regarding deficit mindset that has led to student labels that perpetuate negative school and teacher views of culturally and linguistically diverse students. Additional research used for this study includes studies on what has been determined to benefit emerging multilingual students, as well as studies about the role of globalization and politics in the education of emerging multilingual and other culturally and linguistically diverse students. The study seeks to further the research on what changes in practice and mindset need to take place in the system of education, as well as what can be done at the district, school, and classroom level to meet the needs to emerging multilingual students. The study was done in a public high school district in the state of California, and carried out by reviewing comments and feedback from participants - teachers and bilingual instructional assistants - during professional development sessions regarding emerging multilingual students. The feedback and comments were used to determine what teachers need to effectively teach emerging multilingual students. Additional data was collected from the school data system. The results of the study show that the teachers have a desire to teach their emerging multilingual students, but that their view of how to meet student needs is clouded by deficit mindset. Additionally, the study determines that teachers and students need proper materials, teachers, administrators, and school staff need professional learning that is based on current research, and teachers need time to collaborate with colleagues and plan for instruction. </p>","abstract_has_math":false,"creators":["Ojeda, Rosa Lea V"],"institution":null,"degree_name":"Master of Arts in Teaching English to Speakers of Other Languages (TESOL)","degree_level":"Thesis","degree_discipline":"International and Multicultural Education (IME)","degree_department":null,"school":null,"contributors":["Dr. Brad Washington"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-07-18T07:00:00Z","date_published":"2016-07-18T07:00:00Z","updated_at":"2026-07-24T05:43:40Z","subjects":["newcomer","emerging multilingual","English learner","Secondary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/thes/181","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Brad Washington"]},{"key":"dc:creator","label":"Author","values":["Ojeda, Rosa Lea V"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-06-04T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education (IME)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["newcomer","emerging multilingual","English learner","Secondary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/thes/181"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study focuses supporting emerging multilingual newcomer students and their teachers. The study examines research regarding deficit mindset that has led to student labels that perpetuate negative school and teacher views of culturally and linguistically diverse students. Additional research used for this study includes studies on what has been determined to benefit emerging multilingual students, as well as studies about the role of globalization and politics in the education of emerging multilingual and other culturally and linguistically diverse students. The study seeks to further the research on what changes in practice and mindset need to take place in the system of education, as well as what can be done at the district, school, and classroom level to meet the needs to emerging multilingual students. The study was done in a public high school district in the state of California, and carried out by reviewing comments and feedback from participants - teachers and bilingual instructional assistants - during professional development sessions regarding emerging multilingual students. The feedback and comments were used to determine what teachers need to effectively teach emerging multilingual students. Additional data was collected from the school data system. The results of the study show that the teachers have a desire to teach their emerging multilingual students, but that their view of how to meet student needs is clouded by deficit mindset. Additionally, the study determines that teachers and students need proper materials, teachers, administrators, and school staff need professional learning that is based on current research, and teachers need time to collaborate with colleagues and plan for instruction.
"]},{"key":"dc:title","label":"Title","values":["Supporting Emerging Multilingual Newcomer Students and their Teachers in California Public High Schools"]}]}],"canonical_facts":{"dc:contributor":["Dr. Brad Washington"],"dc:creator":["Ojeda, Rosa Lea V"],"dc:date.available":["2016-06-04T07:00:00Z"],"dc:description.abstract":["This study focuses supporting emerging multilingual newcomer students and their teachers. The study examines research regarding deficit mindset that has led to student labels that perpetuate negative school and teacher views of culturally and linguistically diverse students. Additional research used for this study includes studies on what has been determined to benefit emerging multilingual students, as well as studies about the role of globalization and politics in the education of emerging multilingual and other culturally and linguistically diverse students. The study seeks to further the research on what changes in practice and mindset need to take place in the system of education, as well as what can be done at the district, school, and classroom level to meet the needs to emerging multilingual students. The study was done in a public high school district in the state of California, and carried out by reviewing comments and feedback from participants - teachers and bilingual instructional assistants - during professional development sessions regarding emerging multilingual students. The feedback and comments were used to determine what teachers need to effectively teach emerging multilingual students. Additional data was collected from the school data system. The results of the study show that the teachers have a desire to teach their emerging multilingual students, but that their view of how to meet student needs is clouded by deficit mindset. Additionally, the study determines that teachers and students need proper materials, teachers, administrators, and school staff need professional learning that is based on current research, and teachers need time to collaborate with colleagues and plan for instruction.
"],"dc:identifier":["https://repository.usfca.edu/thes/181"],"dc:subject":["newcomer","emerging multilingual","English learner","Secondary Education and Teaching"],"dc:title":["Supporting Emerging Multilingual Newcomer Students and their Teachers in California Public High Schools"],"thesis:degree_discipline":["International and Multicultural Education (IME)"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]},"updated_at":"2026-07-24T05:43:40Z"}