Date of Award

12-15-2007

Degree Type

Dissertation

Degree Name

Ph.D.

Degree Program

Curriculum & Instruction

Department

Curriculum and Instruction

Major Professor

Bedford, April

Second Advisor

Davis-Haley, Rachel

Third Advisor

Barnitz, John

Fourth Advisor

Casbergue, Renee

Abstract

Although awareness of cultural diversity is slowly occurring, the need for multicultural curricula is increasing more each day as even more ethnically and linguistically diverse students enter into United States classrooms. The education of English Language Learners is a controversial topic due to people's mixed beliefs on the amount of English and primary language instruction needed to aid students' English language development. Due to the shortage of bilingual teachers many English Language Learners in the Unites States are learning English through the regular education classroom instructed by monolingual English-speaking teachers. This case study implemented qualitative research methods in order to extend understanding of how a monolingual English speaking teacher can strategically incorporate Hispanic English Language Learner's primary language into the classroom setting and the teacher's experiences throughout this process. This case study will introduce a monolingual English speaking teacher to interventions that can foster the use of Hispanic English Language Learners' primary language in the classroom setting. The findings of this study include the experiences the participating teacher encounters throughout the intervention process. These findings include: heightened awareness, challenges, changes to interventions and enjoyment.

Rights

The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.

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