ABSTRACT
The act of teaching in the middle and high school involves highly complex sociocultural dynamics in challenging environments. English second language specialists are the type of educators that closely work with the most at risk students in that context. This study explored middle and high school multicultural ESL instructors literacy delivery approaches, the understanding they have of difficulties in their field of action, and their particular awareness, interpretation of otherness and attitudes regarding the specific characteristics of their working milieu.
This qualitative study utilized participant observation and Developmental Research Sequence (Spradley, 1980) as the systematic approach to gather and to analyze data. The study was conducted in an inner city public school district in the south of Louisiana where seven multicultural ESL specialists were located; participants included were originally from the United States (two), Latvia, the Philippines, Jordan, Romania, and Japan (one each).
The findings of this study shed light over the fate of most Latino teenagers in public middle and high schools, the appropriateness of the States response to the literacy and human needs of all students at risk of failure in the middle and high school, and the level of appreciation education has in the country as perceived by the multicultural educators participating in the study. The results of the study also indicated a possible relationship among literacy, shame, and students behavior.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-07062016-163453 |
| Date | 27 July 2016 |
| Creators | Laguna Luque, Nancy |
| Contributors | Norris, Janet A, Mitchell, Roland W, Kennedy, Eugene, Cheek Jr., Earl H. |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-07062016-163453/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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