The demographic landscape of the elementary classroom continues to grow more diverse. Due to this increasing diversity, it is important that all educators, no matter the level of experience, are prepared to support all students, especially those from unique or under represented backgrounds. One way to assist educators in meeting these needs is to provide them with educational resources and effective teaching strategies that are culturally and linguistically responsive. A possible resource and teaching strategy is the literacy tool, Reader's Theatre. Considering this, the two studies contained in this dissertation provide readers with a glimpse of how Reader's Theatre may be used as a valuable resource to foster culturally and linguistically responsive classrooms. A content analysis (Berelson, 1952; Northrop et al., 2019; White and Marsh, 2006) of 141 Reader's Theatre scripts contained in the Best Class Collection (Young, 2019) was conducted to assess the cultural and linguistic authenticity of those resources. A thematic analysis (Braun and Clarke, 2006) was carried out accessing preservice teachers' perceptions and understandings of Reader's Theatre as a culturally and linguistically responsive teaching strategy gauging the value of combining the two teaching strategies. Overall, the findings from these two studies may serve as starting points for future research in respect to the value of implementing Reader's Theatre as a culturally and linguistically responsive teaching strategy as discussions about culturally and linguistically responsive teaching remain prevalent in today's elementary school classrooms. / Doctor of Education / Students in today's elementary classrooms come from a wide range of backgrounds, experiences, and cultures. Due to this increasing diversity, teachers must be prepared to support these students in a variety of ways. One of the best ways to support these unique students is to use teaching strategies that are engaging and allow students to connect with what is being taught in the classroom. Reader's Theatre, normally used as a literacy strategy, could be used as a tool to address the different cultures and languages of students. In this dissertation, two research studies were conducted about the connection of Reader's Theatre and culturally and linguistically responsive teaching. The first study looked at a group of Reader's Theatre scripts to see if they were appropriate to use in the classroom to support students from multicultural backgrounds. In the second study, preservice teachers, or student teachers, were interviewed to get their thoughts as to any possible value using Reader's Theatre as a culturally and linguistically responsive teaching strategy. The preservice teachers expressed that there is value in combining the two strategies, but only when teachers plan carefully and use Reader's Theatre in a meaningful way. As elementary classroom populations continue to grow in the number of students from diverse backgrounds, the information from these two studies can provide teachers with an idea of what may be possible to support all students in being successful.

For the past 7 years in a public Midwestern school district, 75% of the English learners (ELs) in 3rd, 4th, and 5th grades have performed below proficiency on the state examination. To address the declining academic achievement, district administration required that K-5 teachers attend professional development (PD) that featured culturally and linguistically responsive (CLR) instructional practices for ELs. Despite district wide PD, school administration did not monitor implementation of these practices and student achievement continued to decline. This qualitative bounded case study was grounded in Vygotsky's constructivism and Krashen's second language acquisition theories. The purpose of this study was to explore teachers' perceptions and use of CLR instructional practices when teaching ELs. Data were collected via 23 individual interviews with and 22 observations of teachers, who had taught ELs within the last 3 years. Data were analyzed using typological analysis and a priori codes were established based on the typologies. Teachers reported they were using academic language and native language in class, but these instructional practices were not supported in observation data. Furthermore, teachers reported that using the student's native language, incorporating language and content, lack of instructional time, and a need for further training in how to teach ELs were barriers that affected implementation of CRL instructional practices. Based on the findings, a 3-day professional development was created to increase teachers' knowledge of how to develop ELs' academic language, to use ELs' native language in the classroom, and to overcome classroom barriers. These endeavors may contribute to positive social change when administrators provide teachers with CLR instructional practices, ELs may increase their academic performance.

This study used mixed methods to examine middle school mathematics teachers’ beliefs about English Learners’ ability to participate in rigorous, grade-level math instruction as well as beliefs about their own capacity for teaching English Learners. Additionally, the study investigated the influence of teachers’ beliefs on their instructional practices and identified the types of support teachers need to develop as culturally and linguistically responsive educators. Findings revealed some dissonance between teachers’ explicit beliefs about teaching English Learners and their implicit beliefs illustrated through instructional decisions made, as well as previously unrecognized gaps in teachers’ ability to identify and differentiate the needs of different types of English learners. Finally, the study identified teachers’ pressing needs for additional support at the school and district levels to continue to develop skills and knowledge to improve their teaching for English learners. The study concluded with an action plan for developing a robust professional learning system to develop teachers’ self-efficacy as culturally and linguistically responsive educators while also addressing implicit bias through reflection.