Equity, Early Literacy, and English Learners: Equipping English Learner Teachers for Culturally and Linguistically Responsive Early Literacy Instruction

Simple item page
dc.contributor.advisorDavis, Marcia
dc.contributor.advisorTurner Cortez, Carlos
dc.contributor.committeeMemberSmith, Henry
dc.creatorMoore, Kaitlin
dc.date.accessioned2021-01-08T17:07:30Z
dc.date.available2021-01-08T17:07:30Z
dc.date.created2020-08
dc.date.issued2020-06-03
dc.date.submittedAugust 2020
dc.date.updated2021-01-08T17:07:30Z
dc.description.abstractThe research study presented in this dissertation explores the problem of discrepant early literacy achievement between young English learners (ELs) and their non-EL peers. A review of literature in chapter one revealed several factors contributing to ELs’ stymied achievement, including EL policy and programming, teacher knowledge and skills, home/school connections, and learner characteristics. The literature review identified such salient factors which were the subject of study in an empirical needs assessment presented in chapter two. The needs assessment examined how factors of EL instructional model, school location, and teacher beliefs informed ELs’ academic achievement in the school system. Results evidenced low EL student achievement in early literacy and showed that teachers in the school system relied on ineffective EL instructional models and struggled with self-efficacy for culturally responsive teaching. Needs assessment results informed the design of a bilingual assessment and teacher training program grounded in Cummins’ (1979) theory of linguistic interdependence and Pennycook’s (2001) critical applied linguistics. The researcher conducted a quasi-experimental pretest-posttest convergent parallel mixed methods study to evaluate the program. The eight-week intervention program yielded significant increases to teachers’ self-efficacy for culturally responsive instruction, language transfer strategy use, and Spanish language use in the early childhood classroom. Findings of the study suggest the program’s efficacy for equipping teachers for culturally and linguistically responsive early literacy instruction, even among a largely monolingual English-speaking sample.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://jhir.library.jhu.edu/handle/1774.2/63477
dc.language.isoen_US
dc.publisherJohns Hopkins University
dc.publisher.countryUSA
dc.subjectEnglish learners
dc.subjectearly literacy
dc.subjectculturally responsive education
dc.subjectlinguistically responsive education
dc.subjectequity
dc.titleEquity, Early Literacy, and English Learners: Equipping English Learner Teachers for Culturally and Linguistically Responsive Early Literacy Instruction
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentnot listed
thesis.degree.disciplineEntrepreneurial Leadership in Education
thesis.degree.grantorJohns Hopkins University
thesis.degree.grantorSchool of Education
thesis.degree.levelDoctoral
thesis.degree.nameEd.D.
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
MOORE-DISSERTATION-2020.pdf
Size:
4.78 MB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 2 of 2
No Thumbnail Available
Name:
LICENSE.txt
Size:
2.67 KB
Format:
Plain Text
Description:
Download
No Thumbnail Available
Name:
PROQUEST_LICENSE.txt
Size:
5.84 KB
Format:
Plain Text
Description:
Download
Collections
ETD -- Doctoral Dissertations