Date

8-2021

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

David Vacchi

Keywords

dual language learners, elementary, second language acquisition, academic needs, and social needs

Disciplines

Education | Elementary Education

Abstract

The purpose of this instrumental case study is to describe the educators’ perspective of the academic and social needs of Hispanic elementary dual language learners (DLL) at a school district in a southern state's northwestern region. The theory guiding this study is the Krashen’s second language acquisition theory, using the five main hypotheses: (1) the acquisition-learning distinction, (2) the natural order hypothesis, (3) the monitor hypothesis, (4) the input hypothesis, and (5) the affective filter hypothesis. Vygotsky’s social development theory will also guide this study as social development and interaction have a vital role in the process of cognitive and cultural development. The central research question is, “what are educators’ perspectives of the academic and social needs of dual language learners?” The participants were 11 elementary educators, including teachers and former school administrators from three schools in an urban district in the northwestern region. This qualitative inquiry will collect data from in-depth interviews, focus groups, and analysis of documents and data analysis will be conducted using embedded analysis, within case patterns with an interpretational analysis, and cross-case synthesis. The results of this study may help teachers and administrators improve the success of early childhood education DLL students.

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