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"Diversity Is an Asset, Not a Deficit": Culturally and Linguistically Responsive Pedagogy to Support English Learners in Community College = = "La diversidad es un recurso, no un deficit" : Pedagogia cultural y linguisticamente responsable para apoyar a los estudiantes de ingles en el colegio comunitario.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"Diversity Is an Asset, Not a Deficit": Culturally and Linguistically Responsive Pedagogy to Support English Learners in Community College =/
其他題名:	"La diversidad es un recurso, no un deficit" : Pedagogia cultural y linguisticamente responsable para apoyar a los estudiantes de ingles en el colegio comunitario.
作者:	Varriale Gonzalez, Teresa.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	158 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29068784
ISBN:	9798438772538

"Diversity Is an Asset, Not a Deficit": Culturally and Linguistically Responsive Pedagogy to Support English Learners in Community College = = "La diversidad es un recurso, no un deficit" : Pedagogia cultural y linguisticamente responsable para apoyar a los estudiantes de ingles en el colegio comunitario.
Varriale Gonzalez, Teresa.

"Diversity Is an Asset, Not a Deficit": Culturally and Linguistically Responsive Pedagogy to Support English Learners in Community College ="La diversidad es un recurso, no un deficit" : Pedagogia cultural y linguisticamente responsable para apoyar a los estudiantes de ingles en el colegio comunitario. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 158 p.

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Ph.D.)--University of Massachusetts Lowell, 2022.

This item must not be sold to any third party vendors.

In the last decade, the number of English Learners (ELs) in higher education has significantly grown due to the increase of immigrants and refugees coming to the United States. For these students, attending community colleges is usually the first foray into higher education. This is particularly the case in New England, which is experiencing rapid demographic changes in its student population. To serve these students, community colleges have expanded their offering of a variety of English as a Second Language (ESL) courses. However, several studies indicate that ESL programs are failing to effectively support the needs of ELs. Research strongly suggests that encouraging the use of students' home culture and language in ESL contexts can validate ELs' cultural identity, and positively impact their English acquisition. The purpose of this three-article mixed-methods dissertation study was to investigate the orientations and practices of instructors and staff serving ELs in community college, using Culturally and Linguistically Responsive Pedagogy (CLRP) as a holistic theoretical lens for the analysis of data collected through a survey and semi-structured interviews. Findings indicate that most participants described using practices consistent with CLRP to serve ELs. However, the data collected show evidence of challenges to the implementation of CLRP, including those resulting from a limited knowledge of ELs home cultures and languages, and a need for professional learning in CLRP. The study also provides direction for future research, and implications for policy and practice toward the design of educational resources that foster inclusive learning and are anchored in CLRP principles.

ISBN: 9798438772538Subjects--Topical Terms:

516208
English as a second language.
Subjects--Index Terms:

Community college

"Diversity Is an Asset, Not a Deficit": Culturally and Linguistically Responsive Pedagogy to Support English Learners in Community College = = "La diversidad es un recurso, no un deficit" : Pedagogia cultural y linguisticamente responsable para apoyar a los estudiantes de ingles en el colegio comunitario.
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245 1 0 $a "Diversity Is an Asset, Not a Deficit": Culturally and Linguistically Responsive Pedagogy to Support English Learners in Community College = $b "La diversidad es un recurso, no un deficit" : Pedagogia cultural y linguisticamente responsable para apoyar a los estudiantes de ingles en el colegio comunitario.
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300 $a 158 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
500 $a Advisor: Tigert, Johanna.
502 $a Thesis (Ph.D.)--University of Massachusetts Lowell, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a In the last decade, the number of English Learners (ELs) in higher education has significantly grown due to the increase of immigrants and refugees coming to the United States. For these students, attending community colleges is usually the first foray into higher education. This is particularly the case in New England, which is experiencing rapid demographic changes in its student population. To serve these students, community colleges have expanded their offering of a variety of English as a Second Language (ESL) courses. However, several studies indicate that ESL programs are failing to effectively support the needs of ELs. Research strongly suggests that encouraging the use of students' home culture and language in ESL contexts can validate ELs' cultural identity, and positively impact their English acquisition. The purpose of this three-article mixed-methods dissertation study was to investigate the orientations and practices of instructors and staff serving ELs in community college, using Culturally and Linguistically Responsive Pedagogy (CLRP) as a holistic theoretical lens for the analysis of data collected through a survey and semi-structured interviews. Findings indicate that most participants described using practices consistent with CLRP to serve ELs. However, the data collected show evidence of challenges to the implementation of CLRP, including those resulting from a limited knowledge of ELs home cultures and languages, and a need for professional learning in CLRP. The study also provides direction for future research, and implications for policy and practice toward the design of educational resources that foster inclusive learning and are anchored in CLRP principles.
520 $a En la ultima decada, el numero de estudiantes de ingles como segundo idioma (EL) en la educacion superior ha crecido significativamente debido al aumento de inmigrantes y refugiados que llegan a los Estados Unidos. Para estos estudiantes, asistir a los colegios comunitarios suele ser la primera incursion en la educacion superior. Este es particularmente el caso de Nueva Inglaterra, que esta experimentando rapidos cambios demograficos en su poblacion estudiantil. Para atender a estos estudiantes, los colegios comunitarios han ampliado su oferta de una variedad de cursos de ingles como segundo idioma (ESL). Sin embargo, varios estudios indican que los programas de ESL no logran respaldar de manera efectiva las necesidades de los ELs. La investigacion sugiere fuertemente que fomentar el uso de la cultura y el idioma materno de los estudiantes en contextos de ESL puede validar la identidad cultural de los ELs e impactar positivamente en su adquisicion del ingles. El proposito de este estudio de disertacion de metodos mixtos fue investigar las orientaciones y practicas de los instructores y el personal que atiende a los ELs en el colegio comunitario, utilizando la pedagogia cultural y linguisticamente sensible (CLRP) como una lente teorica holistica para el analisis de los datos recopilados a traves de una encuesta y entrevistas semiestructuradas. Los hallazgos indican que la mayoria de los participantes describieron el uso de practicas consistentes con CLRP para servir a los ELs. Sin embargo, los datos recopilados muestran evidencia de desafios para la implementacion de CLRP, incluidos los que resultan de un conocimiento limitado de las culturas e idiomas de origen de los ELs, y la necesidad de aprendizaje profesional en CLRP. El estudio tambien brinda orientacion para futuras investigaciones e implicaciones para la politica y la practica hacia la elaboracion de recursos educativos que fomenten el aprendizaje inclusivo y esten anclados en los principios de CLRP.
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653 $a Culturally and linguistically responsive pedagogy
653 $a English as a second language
653 $a English learners
653 $a Professional learning
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710 2 $a University of Massachusetts Lowell. $b Leadership in Education. $3 3688211
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