Date

4-17-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Matthew Bracewell

Keywords

English Language Learners, Early Childhood Education, Literacy

Disciplines

Education

Abstract

The purpose of this phenomenological study was to understand the experiences of early childhood education teachers at a rural, low-income, elementary school in southern New Jersey instructing literacy to ELL and low-income students at the Bridgeton Public School District. The theory guiding this study is Vygotsky’s theories on social-cultural interaction, the Zone of Proximal Development, and scaffolding. The methodology of the phenomenology study was to gain information from the teachers through interviews, journal keeping, and observations. The study will examine the experiences of literacy instruction methods by 12-15 teachers for low-income and ELL students in early childhood education. Focusing on the teachers’ experiences instructing students in low-income areas and ELL students might give better insight to these teachers on how to best instruct them. The evidence presented in this research study validates the finding that teachers use different ways to teach ELL students. One method that is agreed upon by all as being best, but it is dependent on the teacher's skill level, knowledge, training, and resources. The study also shows the specific methods that these teachers use to facilitate the instruction of ELL students which include pedagogy and environmental. The pedagogical methods used were based on sociocultural theory in student grouping, visual clues, story play, speaking with proper grammar, and through music. In summary, based on the experiences of the 11 teachers, the teaching methods used to teach ELL student literacy were influenced by the experience level of the teacher.

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