Date of Award

Summer 8-1-2020

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Rosa Mazurett-Boyle, Ed.D.

Abstract

English Language Learners in the United States are struggling to access grade-level content due to limited language proficiency. In non-responsive classrooms students’ learning styles are not activated, prior knowledge is overlooked, and meaningful cultural connections are not made. However, through the educational approach of Culturally Responsive Teaching, teachers can assist these culturally and linguistically diverse learners to access the same, grade-level content in meaningful ways. Additionally, teachers can also use Culturally Responsive Teaching in the classroom to meet the social emotional needs of English Language Learners and improve assessment outcomes. Specifically, I will focus on how Culturally Responsive Teaching can benefit elementary English Language Learners in the literacy classroom. Practices such as creating authentic lessons and activities, formative assessment, and using visuals to increase student comprehension are examined to boost achievement of English Language Learners. Through PD, teachers will learn about the benefits Culturally Responsive Teaching has on their students and will learn skills to build prior knowledge to engage English Language Learners in grade-level content. Teachers will create their own self-assessment and modify their own lessons and activities to practice the skills learned in the PD.

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