Although awareness of cultural diversity is slowly occurring, the need for multicultural curricula is increasing more each day as even more ethnically and linguistically diverse students enter into United States classrooms. The education of English Language Learners is a controversial topic due to people's mixed beliefs on the amount of English and primary language instruction needed to aid students' English language development. Due to the shortage of bilingual teachers many English Language Learners in the Unites States are learning English through the regular education classroom instructed by monolingual English-speaking teachers. This case study implemented qualitative research methods in order to extend understanding of how a monolingual English speaking teacher can strategically incorporate Hispanic English Language Learner's primary language into the classroom setting and the teacher's experiences throughout this process. This case study will introduce a monolingual English speaking teacher to interventions that can foster the use of Hispanic English Language Learners' primary language in the classroom setting. The findings of this study include the experiences the participating teacher encounters throughout the intervention process. These findings include: heightened awareness, challenges, changes to interventions and enjoyment.

Historically, Hispanic English language learners (ELLs) in the United States have had low reading achievement and low high school graduation and college entry rates, which has limited their employment opportunities. Although research indicates parental involvement is important to reading success, little is known about Hispanic ELL parents' perspectives on their children's reading development. The purpose of this basic qualitative study was to understand how parental involvement in 3rd grade Hispanic ELLs' reading development, as perceived by their families, may contribute to these students' reading proficiency. The framework for this study was Hedegaard's model of children's learning and development. The participants were 5 mothers of 3rd grade Hispanic ELLs at an urban public school in a large city in the Northeastern United States. Interviews with participants were analyzed for open and axial codes using NVivo software to identify themes and patterns. Study results revealed that mothers of Hispanic ELL students were involved in and had a positive view of their children's reading development. However, participants perceived their lack of English language skills as a barrier to their parental involvement in their children's reading development; they also viewed siblings, teachers, libraries, and technology as major resources to help their children develop their reading aptitude. This study supports social change by providing information to schools and administrators, the latter of whom may be able to improve reading programs in ways that can help Hispanic ELL families to promote their children's reading development.