Date of Award
Spring 2-28-2024
Document Type
Dissertation
DOI
10.70013/z3rq2kt7
Degree Name
Ed.D. Transformational Teaching and Learning
First Advisor
Dr. Helen Hamlet
Second Advisor
Dr. Catherine McGeehan
Third Advisor
Katie Sames
Abstract
Over the last decade, public schools in the United States have seen an increase in the number of Multilingual Learner (ML) students, a majority of whom speak Spanish as their first language. The academic gap between ML and their English-speaking peers persists due to various factors, including limited professional development opportunities for teachers to enhance their skills in educating ML. This action research study utilized a mixed-methods design to investigate teachers' understanding and perception of Culturally Relevant Pedagogy based on two of Pennslyvania's Culturally-Relevant and Sustaining Education competencies and the potential impact when teaching Multilingual Learner students. Utilizing a ten-question Likert scale survey and book club discussions, the researcher collected quantitative and qualitative data from eight participants, focusing on lived experiences and cultural awareness. The results showed that all participants' scores increased in at least one competency area. The discussions highlight the importance of understanding students' backgrounds and cultures and the continued need for professional development to best meet the needs of ML students.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Culpepper-Yablonsky, Mallie C., "Culturally Integrating Nuestra Juventud: Understanding Spanish-speaking Multilingual Learners through Culturally Relevant Pedagogy" (2024). Education Doctorate Dissertations. 35.
https://research.library.kutztown.edu/edddissertations/35
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Methods Commons, Teacher Education and Professional Development Commons
