French Immersion (FI) is a form of second language education with various programs in which French is both a subject and the language of curricular instruction (Canadian Parents for French [CPF], 2019). In 1965, when FI first began in St. Lambert, Québec, it was aimed at middle-class, anglophone students (Davis, 2017; Davis et al., 2019; Kunnas, 2019; Lambert & Tucker, 1972), but its population has since expanded to include culturally and linguistically diverse (CLD) learners - that is, students whose first language is neither English nor French and whose cultural and linguistic repertoires represent a strength in their learning communities. These students may be enrolled in FI programs, but their cultures and languages aren't necessarily recognized, valued, and integrated as assets for personal and collective learning - calling into question the potential for true inclusion (Mady et al., 2017). This study thus examines the inclusion of CLD learners in FI at an independent school in southeastern Ontario. Taking a multiple-case study approach, it uses critical race theory to explore the understandings, beliefs, and practices that CLD learners (n = 4), French as a Second Language (FSL) teachers (n = 3), teacher-administrators (n = 2), and parents and guardians of CLD learners (n = 12) associate with the inclusion of these students in FI. Data collection methods included semi-structured interviews, photo elicitation, in-person and virtual classroom observations, an online questionnaire, and a reflective journal. Although participants' understandings alluded to greater visibility of CLD learners, the findings suggest that these students weren't always seen in their full complexity. In terms of beliefs, CLD learners were generally viewed through an asset-oriented perspective; however, tensions remain in accepting and understanding knowledge different from the White standard. Finally, although practices were indicative of a pedagogy focused on students' academic success (Ladson-Billings, 2014), the findings showed evidence of a risk of underlying racial inequities. Implications include the need to understand the endemic nature of racism, to problematize race through dialogue and stories that counter "master narratives" (Martinez, 2014), and to address underlying racial inequities consistently and concretely. Ultimately, this research contributes to the development of culturally and linguistically inclusive learning spaces in FI.

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Doctor of Philosophy / Curriculum and Instruction Programs / Socorro G. Herrera / This quasi-experimental study was designed to measure the effects of a research-based intervention on fourth and fifth grade culturally and linguistically diverse students' vocabulary development. Through the extensive review of literature on vocabulary instruction and second language acquisition, a substantive theoretical framework titled the IBA Framework was developed. The IBA Framework incorporates characteristics of effective vocabulary instruction by accessing students' background knowledge, connecting unknown vocabulary words to known knowledge, ensuring opportunities for meaningful use of the vocabulary words, providing multiple exposures, and focusing on higher-level word knowledge. The IBA Framework also addresses second language acquisition by incorporating the linguistic, academic, cognitive, and sociocultural processes of the prism model. The IBA Intervention, derived from the IBA Framework, examined the affect of targeted vocabulary strategies on the overall vocabulary development of Culturally and Linguistically Diverse (CLD) students. Quantitative and qualitative methodologies were utilized for data collection and analysis. Quantitatively, the affect of the IBA Intervention was measured by the Measurement of Academic Progress (MAP) assessment and the Ecobehavioral System for the Contextual Recording of Interactional Bilingual Environments (ESCRIBE). MAP assessment scores were used to measure the overall literacy achievement of CLD students. Analysis of the data indicated that the treatment group made greater gains than the control group. ESCRIBE was used to measure students' overall engagement. The affect of the IBA Intervention was measured by combining the results of three student variables: language initiating/responding behaviors, oral responses, and activity-related responses. The overall engagement scores indicated that CLD students who received the IBA Intervention had higher levels of engagement than the control group. Qualitatively, the affect of the IBA Intervention on students' vocabulary retention was investigated using student documents, participant observation, and informal interviews. The emic perspective that emerged from the data suggested that students in the intervention group demonstrated their vocabulary retention by building vocabulary knowledge, clarifying vocabulary knowledge, extending vocabulary knowledge, and using vocabulary knowledge across settings. Exemplars from each of these categories were provided as evidence of the CLD students' attainment of a deeper level of permanent vocabulary knowledge.

This study examined the extent to which teachers’ levels of cultural competence is a factor in the nomination/referral process for gifted identification of culturally and linguistically diverse students. Specifically, this study compared the self-assessed perceptions of second and third grade elementary teachers’ cultural competence to the various factors included in the gifted referral process. A quasi-experimental quantitative study was used. However, this study superficially included some qualitative exploration due to the nature of the open-ended survey questions and secondary data set analysis. Quantitative data were collected via an adapted version of the Cultural Competence Self-Assessment for Teachers survey created by Lindsey, Robins, & Terrell (2009). Descriptive statistics, analysis of variance, independent samples t-test, and correlation analysis were conducted. Results revealed that there were no significantly statistical differences in the relationship between teachers’ levels of cultural competence and nomination/referral patterns for gifted identification. Yet, the results also indicated that the district’s second and third grade teachers were generally high on the cultural competence continuum. An overwhelming majority of the teachers believed themselves to be culturally competent however, cultural competence sub-scale scores in institutionalizing cultural knowledge and interacting with CLD students were lower percentages when compared to the other sub-scale scores. In general, this study may have important practical implications for the ongoing process of becoming culturally competent, gifted education practices and policy, teacher preparation, and professional practice.

Doctor of Education / Department of Special Education, Counseling and Student Affairs / Warren J. White / Since 1990, IDEA has required a transition-focused IEP for adolescents with special needs. There have been limited data on whether culturally and/or linguistically diverse (CLD) students in Kansas were receiving transition services to mitigate or remedy their marginalized, disenfranchised, and dis-empowered status. This study examined transition practices for CLD students with special needs in Kansas. The hypothesis tested was that Kansas schools address the multicultural needs of exceptional students in transition practice. There were two research questions. First, do considerations of multicultural needs figure into transition practices in Kansas schools? Second, are multicultural needs taken into account to a greater extent in certain areas of transition? A review of research literature yielded multicultural considerations relevant to the five domains of transition: 1) self-care, domestic living; 2) recreation and leisure; 3) communication and social skills; 4) vocational skills; and 5) community participation skills. An Internet survey with 22 Likert items covering these multicultural needs and concerns was administered via e-mail. A total of 582 valid e-mail addresses were used, comprising contact information developed from a sample frame of a KSDE database of resource-room teachers. The survey e-mail and follow-up were sent to every contact, covering 190 of the 293 unified school districts of Kansas. The completed sample was 178, for a response rate of 30.58%. Data were analyzed from the 93 participants whose responses indicated experience as caseworkers in the past three years on transition-focused IEP teams for at least one student in any of the three CLD groups of interest in the present study—African Americans, Native American Indians, or Hispanic/Latinos. Means and standard deviations were calculated for the frequencies of choices on the 22 Likert items. Pearson's chi-square testing was used to determine significance. Survey results indicated that on 17 of 22 items there was 80% or higher agreement among caseworkers that their school communities were addressing the multicultural needs and concerns of students and families in transition practices. Discussion includes participants' comments. Recommendations are given to increase the roles of cultural and linguistic heritages in transition in Kansas schools, especially in the skill-areas of community participation and communication-and-social skills.

In recent years, the number of linguistically diverse students (LDS) in the U.S. public school system has significantly increased (Araujo, 2009). Public school enrollment is projected to grow to 54 million in the year 2018 (Planty et al., 2009). Currently, one in every four students in the public school system is a LDS (NCELA, 2007). Evidence points to a wide gap between native English speakers and LDS on achievement tests (Albus, Thurlow, & Liu, 2002). Research on school counselor involvement in school, family, and community (SFC) partnerships is insufficient; few studies have examined school counselor involvement in SFC partnerships with linguistically diverse families (LDF). Using unexamined variables, this study extends the findings of Bryan and Griffin (2010) and Aydin, Bryan, and Duys (2011) by examining how school and school counselor-related variables impact involvement in SFC partnerships with LDF. Variables include bilingual status, caseload, percentage of LDS, free and reduced price lunch (FRPL) status, and specific instruction received in SFC partnerships working with LDF. This national study surveyed 916 school counselors using quantitative research designs as measured by The School Counselor Involvement in Partnerships Survey (SCIPS) instrument. Using linear regression models, t-tests, ANOVAs, correlations, and a multiple regression model, this study examines the complex interplay of school and school counselor-related factors that influence involvement. Whenever school counselors used translators, they were more involved in SFC partnerships with LDF. While general partnership-related training affected involvement, specialized training in SFC partnerships with LDF predicts stronger involvement, accentuating the importance of integrating specialized curricular training. School and school counselor-related factors were associated with involvement in SFC partnerships with LDF; the relationship varied by the type of involvement (i.e., school-family partnerships, school-community collaboration, and inter-professional collaboration). Contrary to Bryan and Griffin's (2010) study, inter-professional collaboration was related to a number of school counselor-related factors. School counselors reported inadequate training, when working with LDF, yet they understood the importance of involvement on an inter-professional level to meet the wide-ranging needs of LDF. Race and ethnicity was related to involvement in SFC partnerships. School counselors who were non-White had statistically significant higher involvement scores. Knowing that race and ethnicity, and bilingual status were negatively correlated, White school counselors may experience limitations to building SFC partnerships. There was a significant correlation between percentage of LDS served and FRPL status, caseload, bilingual status, and race and ethnicity. Whenever school counselors had higher percentages of LDS, they inclined to have a higher number of students as part of their caseload, speak another language, come from diverse backgrounds and have higher number of students on FRPL status. These issues illuminate the complex interplay of challenges facing LDS, such as limited resources, limited number of bilingual school staff and a need for bilingual education. This study highlights the multitude of factors that determine the degree of school counselor involvement by examining caseloads, specific training on LDS and LDF, the use of translators, and bilingual ability.

Like educators, speech-language pathologists can anticipate working with culturally and linguistically diverse students and their families. Data reported from the Study of Personnel Needs in Special Education (SPeNSE), 1999-2000, revealed that during the years 1999-2000 speech-language pathologists caseloads included students from various culturally and linguistically diverse groups (U.S. Department of Education, Office of Special Education Programs, 2001). Furthermore, on average, more than one-fourth of students seen by speech-language pathologists were from a culturally and/or linguistically diverse group than their own and 8.8% were English language learners (U.S. Department of Education, 2001). Thus, guaranteeing a highly qualified pool of speech-language pathologists to meet these students needs is essential. This study examined speech-language pathologists (a) beliefs about the language assessment of bilingual/bicultural/bidialectal students, (b) professional efficacy beliefs (both personal and general) as they relate to assessing the language skills of bilingual/bicultural/bidialectal students, and (c) reported supports and barriers to assessing the language skills of bilingual/bicultural/bidialectal students. It involved a mixed method research design (Tashakkori and Teddlie, 1998, 2002) and was organized into three central components that included a quantitative phase and a qualitative phase: (a) survey administration, (b) reflective analysis of the researchers experience as a speech-language pathologist, and (c) follow-up semi-structured interviews. Quantitative analyses of speech-language pathologists professional efficacy beliefs revealed that most speech-language pathologists believed they personally, and the field in general, were somewhat competent in assessing the language skills of bilingual/bicultural/bidialectal students. While none of the predictor variables were significantly related to personal efficacy, one of the predictor variables (Hispanic/Latino) was significantly related to general efficacy. Qualitative analysis of speech-language pathologists professional efficacy beliefs varied as a function of race/ethnicity. Higher beliefs of personal efficacy existed among speech-language pathologists of color. Perceived supports and barriers as well as the demographics of survey respondents, which highlight low numbers of speech-language pathologists from bilingual/bicultural/bidialectal backgrounds, confirmed the need to address assessment and intervention practices of bilingual/bicultural/bidialectal students.

Preparing all teachers to work with culturally and linguistically diverse (CLD) populations is essential in teacher education (Banks, Cochran-Smith, Moll, Richert, Zeichner, LePage, Darling-Hammond, Duffy, & MacDonald, 2005). Simultaneously, current literacy policy serves to dictate how teachers teach literacy; requiring specific curricula and assessments, particularly in urban and low performing school districts (Woodside-Jiron & Gehsmann, 2009). As new teachers enter classrooms, they are forced to negotiate the realities of teaching in urban, diverse schools with what they learned in their preparation programs (Achinstein & Ogawa, 2006). The purpose of this study was to understand the literacy teaching experiences of three beginning teachers, graduates of an alternative teacher preparation program, who teach at the same CLD, Professional Development School. This naturalistic inquiry explored the intersection of these constructs through the questions; (1)What instructional decisions, resources, and strategies do alternatively certified beginning teachers enact when teaching CLD students? and (2) What are the contextual factors that influence beginning teachers’ literacy pedagogy? Luke and Freebody’s (1999) Four Resources Model, critical theory (McLaren, 1995), sociocultural views of literacy (Street, 1995), and constructivism (Savery & Duffy, 2001) served as theoretical lenses. Data collection took place over nine months and included interviews, observations, questionnaires, and teacher debriefs. The data was analyzed using a constant comparative approach (Merriam, 1998) and elements of Grounded Theory methodology (Strauss & Corbin, 1998). These beginning teachers struggled to negotiate the prescriptive literacy mandates from the county and school. The context of the school challenged many of the theories and strategies teachers learned in their preparation program and caused tension between what they espoused about literacy and their enacted practices. Teachers felt that they were not adequately prepared to work with English Language Learners in particular, thus, they chose to adhere closely to the prescriptive curriculum. Decontextualized literacy activities dominated instruction and constrained CLD students’ opportunities for critical literacy learning. These findings suggest that teachers should be better prepared to work with ELLs and educated about the research behind current literacy policies. A Professional Development School model offers opportunities for continued learning in these areas.

Preparing all teachers to work with culturally and linguistically diverse (CLD) populations is essential in teacher education (Banks, Cochran-Smith, Moll, Richert, Zeichner, LePage, Darling-Hammond, Duffy, & MacDonald, 2005). Simultaneously, current literacy policy serves to dictate how teachers teach literacy; requiring specific curricula and assessments, particularly in urban and low performing school districts (Woodside-Jiron & Gehsmann, 2009). As new teachers enter classrooms, they are forced to negotiate the realities of teaching in urban, diverse schools with what they learned in their preparation programs (Achinstein & Ogawa, 2006). The purpose of this study was to understand the literacy teaching experiences of three beginning teachers, graduates of an alternative teacher preparation program, who teach at the same CLD, Professional Development School. This naturalistic inquiry explored the intersection of these constructs through the questions; (1)What instructional decisions, resources, and strategies do alternatively certified beginning teachers enact when teaching CLD students? and (2) What are the contextual factors that influence beginning teachers’ literacy pedagogy? Luke and Freebody’s (1999) Four Resources Model, critical theory (McLaren, 1995), sociocultural views of literacy (Street, 1995), and constructivism (Savery & Duffy, 2001) served as theoretical lenses. Data collection took place over nine months and included interviews, observations, questionnaires, and teacher debriefs. The data was analyzed using a constant comparative approach (Merriam, 1998) and elements of Grounded Theory methodology (Strauss & Corbin, 1998). These beginning teachers struggled to negotiate the prescriptive literacy mandates from the county and school. The context of the school challenged many of the theories and strategies teachers learned in their preparation program and caused tension between what they espoused about literacy and their enacted practices. Teachers felt that they were not adequately prepared to work with English Language Learners in particular, thus, they chose to adhere closely to the prescriptive curriculum. Decontextualized literacy activities dominated instruction and constrained CLD students’ opportunities for critical literacy learning. These findings suggest that teachers should be better prepared to work with ELLs and educated about the research behind current literacy policies. A Professional Development School model offers opportunities for continued learning in these areas.

No description available.