Date of Award
3-2-2022
Document Type
Non Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Differentiated Instruction
Capstone Instructor
Brian Boothe, Ed.D.
Second Reader
Tosca Grimm, Ed.D
Keywords
English learner, English language learner, culturally responsive teaching, culturally and linguistically responsive teaching, teacher perceptions, independent learner
Abstract
English Language Learners (ELLs) in the United States have continually underachieved in literacy. This paper evaluated research done on the effectiveness of culturally and linguistically responsive (CLR) practices on literacy improvement for preschool to early elementary ELLs. Multiple studies were synthesized in the areas of positive and negative teacher perceptions, effective culturally and linguistically responsive strategies, and creating independent learners. The research determined CLR teaching to be an effective method for improving teacher perceptions of ELLs. It was also shown that through culturally and linguistically responsive practices, teachers can offer successful literacy strategies. The studies additionally indicated CLR practices could assist in developing self-motivated learners. While the data was promising, the majority of the studies were completed with exclusively Spanish-speaking students using limited means. Therefore, more studies must be done on the effects of CLR practices on a more linguistically diverse participant pool using a larger variety of resources.