Date of Award

2022-12-01

Degree Name

Ed.D.

Department

Educational Leadership and Administration

Advisor(s)

Jesus Cisneros

Abstract

ABSTRACT

This study employed the theoretical frameworks of Culturally Responsive Teaching and Funds of Knowledge as lens for understanding how English as a Second Language (ESL) teachers in the Texas border region use culturally responsive teaching and funds of knowledge to engage culturally diverse students in authentic learning. The results of this study include the following themes: Curriculum, instruction and assessment of culturally and linguistically diverse students; lessons learned from virtual/online teaching and learning during the COVID-19 pandemic; culturally responsive teaching practices; funds of knowledge; and authentic learning. The results indicated that while English as a Second Language (ESL) in the border region may not have been familiar with the phrases, culturally responsive teaching or funds of knowledge; through their teaching experiences, they demonstrated genuine cultural competence and caring toward their culturally and linguistic diverse students. This study raises implications for research and practice.Keywords: culturally responsive teaching, funds of knowledge, authentic learning, authentic relationships, emergent bilingual, virtual/online learning, higher-order thinking, culture, culturally and linguistically diverse students, deficit ideology, Mexican American, Latinx, English as a Second Language (ESL)

Language

en

Provenance

Received from ProQuest

File Size

162 p.

File Format

application/pdf

Rights Holder

MaryBelle Gonzales

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