University of Southern California Dissertations and Theses

Equitable learning opportunities for English Language Learners

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Equitable learning opportunities for English Language Learners

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Content Equitable Learning Opportunities for English Language Learners
by
Rima Simaan Haroun
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
May 2024

© Copyright by Rima Simaan Haroun 2024
All Rights Reserved

The Committee for Rima Simaan Haroun certifies the approval of this Dissertation
Maria Ott
Anthony Maddox
Monique Datta, Committee Chair
Rossier School of Education
University of Southern California
2024

iv
Abstract
This dissertation investigates teaching practices that foster equitable learning opportunities for
English Language Learners (ELLs) in the elementary school setting. Bronfenbrenner’s (1979)
ecological systems theory is applied to examine these factors. Using a qualitative approach, the
study investigates various aspects influencing teaching practices and academic achievement for
ELLs. This study examines elementary school teachers instructing and supporting ELLs, guided
by two key research questions: identifying barriers hindering equitable learning opportunities for
ELLs and exploring teaching practices facilitating such opportunities. Findings reveal
challenges, including a shortage of resources, difficulties in student identification and placement,
and teacher cognitive overload. Conversely, inclusive learning environments and effective
teaching pedagogy were recognized as facilitators, with “curb-cutting” practices emerging.
Recommendations include targeted professional development investments, early teacher
preparation, prioritizing curb-cutting instructional strategies, and establishing support structures
to alleviate cognitive overload. Overcoming these challenges ensures ELLs receive appropriate
educational support, promoting educational equity within the broader context of the educational
system.
Keywords: English Language Learner, English proficiency, reclassification, barriers,
teaching practices, equitable learning environments, cognitive overload

v
Dedication
To Dr. Jill Biden, whose story inspired me to further pursue my passion in education, and to my
four children, Mariam, Maya, Karim, and Hana, so they understand that it is never too late to
chase your dreams.

vi
Acknowledgments
I extend my heartfelt appreciation to my dissertation committee, whose unwavering
support and commitment were indispensable in bringing this dissertation to fruition. A special
acknowledgment is owed to my dissertation chair, Dr. Monique Datta, whose steadfast
encouragement served as a beacon throughout this process. Her enduring belief in the mantra
“trust the process” has been ingrained in me since the first day of my OCL journey. Sincere
gratitude is also extended to Dr. Maria Ott and Dr. Anthony Maddox, whose insightful
challenges refined my perspectives as a critical thinker and researcher.
To my esteemed Cohort 20 brothers and sisters, you are forever etched in my heart for
the shared laughter, camaraderie, and collective courage to Fight On in our doctoral pursuit.
Shoulder to shoulder, we forged our motto, “No Doctor Left Behind.” We worked together in
solidarity to lift each other up in the most critical times of our journeys.
A profound thank you goes to my four children and husband who provided both the time
and space I needed to complete my doctorate. Lastly, special recognition is reserved for my
mom, Yola Simaan, who fondly reminds me that I never wanted to go to college after high
school yet provided the inspiration that propelled me to the pinnacle of academic achievement.
With a heart full of gratitude, I confidently step into the future, embracing the boundless
possibilities that lie ahead.

vii
Table of Contents
Abstract.......................................................................................................................................... iv
Dedication....................................................................................................................................... v
Acknowledgments.......................................................................................................................... vi
List of Tables ................................................................................................................................. ix
List of Figures................................................................................................................................. x
List of Abbreviations ..................................................................................................................... xi
Chapter One: Introduction to the Study.......................................................................................... 1
Context and Background of the Problem............................................................................ 1
Purpose of the Project and Research Questions.................................................................. 3
Importance of the Study...................................................................................................... 3
Overview of Theoretical Framework and Methodology .................................................... 4
Definition of Terms............................................................................................................. 5
Organization of the Study ................................................................................................... 7
Chapter Two: Review of the Literature .......................................................................................... 8
Barriers Faced by Teachers of English Language Learners ............................................... 8
Instructional Pratcices to Support English Langauge Learners........................................ 16
Conceptual Framework..................................................................................................... 24
Conclusion ........................................................................................................................ 26
Chapter Three: Methodology........................................................................................................ 27
Research Questions........................................................................................................... 27
Overview of Design .......................................................................................................... 27
Research Setting................................................................................................................ 28

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The Researcher.................................................................................................................. 29
Data Sources ..................................................................................................................... 30
Participants........................................................................................................................ 31
Instrumentation ................................................................................................................. 31
Data Collection Procedures............................................................................................... 32
Data Analysis.................................................................................................................... 32
Credibility and Trustworthiness........................................................................................ 33
Ethics ............................................................................................................................... 33
Chapter Four: Findings................................................................................................................. 35
Participants........................................................................................................................ 35
Findings Research Question One...................................................................................... 36
Discussion Research Question One .................................................................................. 48
Findings Research Question Two ..................................................................................... 50
Discussion Research Question Two.................................................................................. 60
Summary........................................................................................................................... 62
Chapter Five: Recommendations.................................................................................................. 64
Limitations and Delimitations........................................................................................... 68
Recommendations for Future Research............................................................................ 72
Conclusion ........................................................................................................................ 72
References..................................................................................................................................... 74
Appendix A: Interview Protocol................................................................................................... 80

ix
List of Tables
Table 1: Participant Demographics............................................................................................... 36
Table 2: Research Question 1 Themes.......................................................................................... 37
Table 3: Research Question 2 Themes.......................................................................................... 50
Table 4: Recommendations........................................................................................................... 64

x
List of Figures
Figure 1: Conceptual Framework ................................................................................................. 25

xi
List of Abbreviations
BTPDP Bilingual Teacher Professional Development Program
CDE California Department of Education
Ed.G.E. Education for a Global Economy
ELD English Language Development
ELL English Language Learner
ELPAC English Language Proficiency Assessment for California
ESSA Every Student Succeeds Act
FEP Fluent English Proficient
GLAD Guided Language Acquisition Design
HLS Home Language Survey
IFEP Initially Fluent English Proficient
LEA Local Education Agency
L-TELL Long-Term English Language Learner
NAEP National Assessment of Educational Progress
NCLB No Child Left Behind
QTEL Quality Teaching for English Learners
RFEP Reclassified Fluent English Proficient
SBAC Smarter Balanced Assessment Consortium
SEAL Sobrato Early Academic Language
SIOP Sheltered Instruction Observation Protocol
TK Transitional Kindergarten
TOSA Teacher On Special Assignment

1
Chapter One: Introduction to the Study
Every student deserves an education that provides equitable learning opportunities. This
belief is represented in the Every Student Succeeds Act (ESSA) regulations, which President
Barack Obama signed into action in 2015. ESSA reauthorized the 1965 Elementary and
Secondary Education Act, replacing the previous regulations within the 2002 No Child Left
Behind (NCLB) Act. ESSA mandates advances in equity through rigorous academic standards
that prepare students to succeed in college and careers (U.S. Department of Education, 2022). To
meet the requirements within ESSA, educators need to examine their instructional practices to
ensure their students are making progress toward grade-level content standards. This study
addresses two concepts related to these instructional practices. First, the study explores the
barriers teachers face in providing equitable learning opportunities for English Language
Learners (ELLs), also known as emerging bilinguals. Second, the study will investigate equitable
instructional practices to support this student population in advancing their English language
acquisition and language proficiency levels. In addressing these concepts, this study seeks to
understand current instructional practices teachers of English Language Learners utilize to create
inclusive environments in their classrooms and uncover the barriers these educators face that
hinder equitable learning opportunities for this student population.
Context and Background of the Problem
The number of school-aged ELLs in the United States continues to increase. According to
the National Center for Education Statistics (2022), over 4.8 million English learners attended
schools across the United States in 2019-2020, an increase of more than one million students
since 2010. Moreover, the number of ELLs is significantly higher in California as compared to
other states, coming in at 18.6% of the student body. According to the California Department of

2
Education DataQuest (2023), the top five languages spoken by ELLs in California schools
include Spanish, Vietnamese, Mandarin, Arabic, and Cantonese. The data further emphasize the
number of students within the California public education system who speak a language other
than English when entering the school system. The California Department of Education
DataQuest (2023) report indicates that of the 5,892,240 students enrolled in the California public
educational system, 1,127,648 are English Language Learners and 1,233,096 are reclassified or
initially fluent. This means that over 40% of the student population in California have a primary
language other than English. These students enter the educational system with specific needs as
emerging bilinguals. As a result, educators in the field need to be prepared and equipped to
support these students while they acquire English and continue to support their linguistic growth
after they become fluent English speakers.
The California Department of Education (CDE) explains the requirements for assessing
ELLs. In California, the ELL assessment is administered annually using the English Language
Proficiency Assessments for California (ELPAC) to determine individual English language
proficiency levels (California Department of Education, n.d.). Educators and parents receive the
assessment score reports annually. The CDE also provides guidance to Local Education
Agencies (LEAs) regarding the procedure for students to reclassify out of ELL status. The
ELPAC scores are one criterion for reclassification to Fluent English Proficient (FEP)
(California Department of Education, n.d.). It is important to note that English Language
Learners who have been in United States transitional kindergarten (TK) through 12th grade
schools for six or more years without reclassification become identified as Long-Term English
Language Learners (L-TELLs) (California Department of Education Data Reporting Office,
2023). According to Estrada and Wang (2017), students who remain identified as English

3
Language Learners at the high school level could be at risk of delayed access to core classes and
advanced curricular offerings, causing an equity issue. Due to these statistics, teachers need to
implement instructional strategies that provide equitable learning opportunities for ELLs to
narrow the achievement gap and reclassify students out of ELL status.
Purpose of the Project and Research Questions
The purpose of this study is to explore teaching practices that promote equitable learning
opportunities for English Language Learners. This study will use a qualitative approach to
understand instructional practices that best support the academic achievement of ELLs. The
research questions used to guide this study are as follows:
1. What barriers prevent teachers from using equitable learning opportunities for ELLs
in the elementary school setting?
2. What teaching practices do teachers identify that lead to equitable learning
opportunities for ELLs in the elementary school setting?
Importance of the Study
This dissertation addresses the problem of teaching practices that fail to promote
equitable learning opportunities for ELLs. In California, roughly 24% of the student population
(1.5 million students) attending public schools are ELLs (California Department of Education,
2023; Swanson et al., 2014). The fact that only 21% of ELLs in California scored at or above the
basic level in reading on the National Assessment of Educational Progress (NAEP) Assessment
as compared to 74% of non-ELL students (Samson & Collins, 2012) demonstrates the
importance of investigating this problem and unveils an equity issue for this student population.
Ensuring that ELLs have the same access to quality education as their English-speaking peers
will promote fairness and equity in the education system (Sireci & Faulkner-Bond, 2015).

4
Further evidence highlights that teacher control and inadequate teacher preparation
contribute to this problem (Pearman et al., 2021). These researchers reported that teachers feel
they positively meet challenges in the classroom when they have a greater degree of control of
the class over the quality of the teaching-learning process. This problem is important to address
because teachers need to understand the importance of promoting equitable learning
opportunities for students to become proficient communicators, critical thinkers, and
collaborators (Wulandari et al., 2021).
Additionally, educators across the United States are teaching an increasingly diverse
student body, with large proportions of students speaking a language other than English at home
(Uccelli & Phillips Galloway, 2017). This reality creates a need for teachers to understand how
to leverage students’ assets and diverse backgrounds to create learning environments where
students thrive and build upon their prior knowledge. This study seeks to understand the barriers
educators face and the instructional practices used to help create inclusive environments that
provide English Learners with access to grade-level content to achieve fluent proficiency in
English, and ultimately reclassification out of English Language Learner status.
Overview of Theoretical Framework and Methodology
Bronfenbrenner’s (1979) ecological systems theory provides insight into this problem of
practice and an understanding of the complex interactions between an individual and their
environment. In Bronfenbrenner’s (1979) ecological systems theory, five ecological systems
demonstrate how one’s direct and indirect environment can impact an individual’s development.
Bronfenbrenner’s (1979) ecological systems theory explains a key concept of the identified
problem by centering on how teacher self-efficacy and understanding of pedagogy can impact
student classroom experiences and other environmental influences. This theory also helps

5
identify how teachers become active agents who shape and are shaped by their influencing
environments. Therefore, with these key concepts identified, Bronfenbrenner’s ecological
systems theory may help understand why teachers are hesitant to promote equitable learning
opportunities for ELLs fully.
To examine the problem of practice, the researcher will utilize a qualitative approach.
According to Creswell and Creswell (2018), a phenomenological research study is an inquirybased design that looks at lived experiences to describe the existence of a phenomenon. This
approach aligns well with the purpose of the study in that it will help determine which
instructional factors have a more significant impact on English Learner academic outcomes. The
researcher will conduct interviews with elementary school educators using a specific interview
protocol to gather data. Using an interview will allow for inductive data analysis looking at
patterns and themes that emerge from the interview process (Creswell & Creswell, 2018).
Participants of the study will include elementary school teachers who teach and support English
Language Learners. This targeted population of participants will shed light on the factors
influencing teacher self-efficacy in creating equitable learning opportunities for their students, as
well as the research questions targeted for this study.
Definition of Terms
The following list provides clarification of key terms used throughout this study. These
definitions were retrieved from the glossary of terms provided by the California Department of
Education.
English Language Proficiency Assessments of California (ELPAC) is the language
proficiency assessment administered annually in California to all students identified as English
Language Learners. (California Department of Education, 2020).

6
English Language Learner (ELL), English Learner (EL), or emerging bilingual is a
student in the state of California enrolled in grades transitional kindergarten through twelfth
grade who speaks a language other than English and whose English proficiency indicates they
require English Language Development programs and services until they are identified as fluent
English proficient (California Department of Education, 2020).
English Language Development (ELD) is the instruction provided during the school day
to English Language Learners to assist them in acquiring English and gaining the English
language skills needed for academic content learning in English. (California Department of
Education, 2020).
Every Student Succeeds Act (ESSA) reauthorizes the 1965 Elementary and Secondary
Education Act. ESSA mandates advances in equity through rigorous academic standards that
prepare students to succeed in college and careers (U.S. Department of Education, 2022).
Home Language Survey (HLS) is a requirement upon registration in California public
schools where schools determine the language(s) spoken in the home of each student by asking
the following four questions:
1. Which language did your child learn when they first began to talk?
2. Which language does your child most frequently speak at home?
3. Which language do you (the parents/guardians) most frequently use when speaking
with your child?
4. Which language is most often spoken by adults in the home? (parents, guardians,
grandparents, or any other adults) (California Department of Education, 2023).
Initially Fluent English Proficient (IFEP) student is a student with another language other
than English is reported on the Home Language Survey (HLS) and who, upon initial assessment

7
on the ELPAC is determined to be proficient in English (California Department of Education,
2020).
Long-Term English Language Learner (L-TELL) is a student in grades six through twelve
in a United States school who has been identified as an ELL for six years or more and has yet to
reclassify out of ELL status (California Department of Education, 2020).
Reclassified Fluent English Proficient (RFEP) student is a student who was formerly
identified as ELL and has met the criteria to exit the program. In California, reclassified students
are monitored for four years after reclassification (California Department of Education, 2020).
Organization of the Study
The study is organized in a five-chapter format. Chapter One introduces the study by
identifying the context and background of the problem, the purpose and research questions, an
overview of the theoretical framework and methodology, and the definition of terms. Chapter
Two provides a detailed review of the literature, contextualizing the problem of practice. Chapter
Three discusses the study’s methodology, explicitly presenting the study design, data collection
procedures, and analysis. Chapter Four includes the research findings as they relate to the
research questions raised in Chapter One, and Chapter Five presents recommendations to the
field based on the findings.

8
Chapter Two: Review of the Literature
This literature review will discuss topics concerning teachers of English Language
Learners (ELLs) and the lack of equitable learning opportunities for TK-6 ELLs in public
education. The research presented will address barriers teachers of English Language Learners
face and instructional practices to support this marginalized student population. The barriers will
address understanding student identification and placement, student support, and evolving laws
and policies. The instructional practices will cover teacher empathy, creating inclusive
environments, and understanding pedagogy.
Barriers Faced by Teachers of English Language Learners
Teachers face several barriers when teaching English Language Learners due to the
unique challenges encountered in identifying this student population and supporting students in
learning a new language. Bailey and Kelly (2013) highlighted that district enrollment and student
identification vary across districts, creating unintended barriers and raising an issue of equity.
Additionally, Lowenhaupt et al. (2020) emphasized the importance of understanding the needs of
English Language Learners to ensure meaningful educational opportunities for them. These
factors are important to address because educators need to overcome barriers in order to be
prepared to accurately and adequately identify newly enrolled students as English Language
Learners to support their specific linguistical needs (Lopez et al., 2016). The literature review in
the following section will discuss systemic structures affecting teachers at the individual,
microsystem, mesosystem, and exosystem levels of Bronfenbrenner’s (1979) ecological system’s
theory addressing the barriers educators face in understanding student identification and
placement, English learner support, and evolving laws and policies.
Understanding Student Identification and Placement

9
Understanding student identification and placement can help alleviate barriers. In
California public education, systemic structures are in place to determine the identification of
ELLs upon enrollment, leading to students becoming designated as English Language Learners
and placed into the system accordingly (California Department of Education, n.d.). The
structures identified by the California Department of Education are continuously changing,
making it difficult for teachers to keep up with current policies and expectations. The research in
this section addresses systemic structures impacting teachers, including initial student
identification and annual student testing and placement.
English Learner Initial Identification
Identifying ELLs is the first step in providing them with the support they need to succeed
academically. The identification process begins with the Home Language Survey (HLS), which
is a document completed by the student’s parent or guardian upon enrollment to self-identify
primary language (California Department of Education, n.d.). Teacher familiarity with student
identification fits into the microsystem of the conceptual framework as it can be addressed
through professional learning and teacher credentialing programs. In its current state, the student
identification process raises confusion and equity issues due to the great variation in the number
of questions asked and the phrasing of survey items across districts (Bailey & Kelly, 2013;
Lopez et al., 2016). These researchers surfaced evidence of question variation when investigating
the validity and reliability to accurately identify a student’s EL status based on the Home
Language Survey. Researchers noted that ELL students exhibited a range of English proficiency
levels, from advanced proficiency, to mid-level fluency, to limited or nonexistent knowledge of
the language (Bailey & Kelly, 2013).

10
When the school site identifies that a student speaks a language other than English as
indicated on the HLS, students are administered the initial English Language Proficiency
Assessments for California (ELPAC) within the first 30 days of a student’s enrollment to
determine if they are initially fluent in English or require placement in an English Language
Development (ELD) program to support English language acquisition (California Department of
Education, n.d.; Lopez et al., 2016). Lopez et al. (2016) noted that these initial assessments are
relatively simple and scored locally, creating validity concerns. Additionally, Lowenhaupt et al.
(2020) highlighted how the identification process for ELLs could lead to inequitable services.
The research posited that these inequities impact opportunities for ELL students’ integration with
their non-EL peers and access to the curriculum. As the research demonstrates, proper
identification of ELLs has many implications for teacher support for this student population.
Similarly, English Learner annual testing and placement also play a role in how teachers provide
support to ELLs.
English Learner Annual Testing and Placement
ELL annual testing and placement in California public schools is a significant aspect of
the state’s educational system. State and federal law requires public school agencies to annually
assess students identified as ELLs (California Department of Education. (n.d.). As identified by
the California Department of Education, the state-approved assessment for this purpose is the
English Language Proficiency Assessments for California (ELPAC). Many researchers have
studied these types of assessments regarding the unintended consequences of testing outcomes.
Teachers use these assessments to inform their instructional practices of ELLs; however, Acosta
et al. (2019) indicated that such assessment practices can yield inappropriately drawn inferences
about ELLs’ content knowledge based on assessment performance. These researchers further

11
explained that test results can cause teachers to focus more on basic skills with ELLs rather than
helping these students develop problem-solving skills and other higher-order learning activities.
Additionally, Li et al. (2018) reported that the ELL subgroup may experience negative
impacts on their self-efficacy and emotional well-being due to continuous failure and nonadvancement. These researchers highlighted that in addition to the negative experiences in
school, many ELLs who continually fail are at a higher risk of dropping out of school. The
research shows that current testing and placement practices can be barriers to the academic
outcomes of ELLs. Additionally, barriers in the support structures to advance this student
population also exist.
English Learner Support
Although procedures are in place to identify and assess this student population, teachers
may lack the information needed to accurately support their ELLs in the classroom setting. An
educator’s ability to accurately support their ELLs through understanding pedagogy fits into the
individual level of the conceptual framework. Lowenhaupt et al. (2020) posited that teachers
who receive training specific to working with ELLs feel more confident in individualizing their
instruction and can better meet the needs of ELLs. Specialized teacher training is necessary to
provide sufficient personalized assistance to different subgroups among ELL students. Both
newcomer ELLs and Long-Term English Language Learners (L-TELLs) have unique needs that
teachers need to be aware of. A research brief by Hanover Research (2020) specified that
newcomers require an assets-based approach that leverages their primary language, fosters
collaboration, and offers social-emotional support alongside high-quality academic programs
tailored to meet their academic and linguistic needs. This research suggests that teachers work
with newcomers, their families, and members of the community to better understand the unique

12
needs of this student group. Hanover Research (2020) also provided insight to best practices in
supporting L-TELLs. The research demonstrates that L-TELLs are more successful when
teachers provide them with opportunities to develop academic oral language while
simultaneously teaching literacy within English and other content areas. Evidence shows that
when teachers frequently use an integrated curriculum approach along with a collaborative
learning instructional model, L-TELLs will score higher on assessments of reading, writing,
reading comprehension, vocabulary, and English language proficiency (Hanover Research,
2020). English learner support is an important factor teachers need to master to help ELLs at all
levels of language proficiency advance in acquiring English. Similarly, as ELLs exit ELL status,
teachers need to possess the required tools and abilities to support reclassified students and
frequently monitor their academic progress to ensure they are making steady progress.
Upon exiting ELL status, students get reclassified and are no longer eligible to receive
English Language Development (ELD) services. To become reclassified, students demonstrate
an advanced language proficiency level determining their new EL status of Reclassified Fluent
English Proficient (RFEP) (California Department of Education, n.d.). Although these students
have exited ELL status, they still require monitoring and follow-up to ensure they continue to
grow academically, which can become a barrier for educators. With reclassification, timing is
key. Betts et al. (2019) suggest that reclassifying ELLs too soon could lead to challenges in their
core academic courses. If educators do not reclassify ELLs when they are ready, they may
deprive those students of the opportunity to access learning materials they are capable of
understanding (Betts et al., 2019 & Estrada, 2018). Estrada (2018) highlighted that delayed entry
into the mainstream could be harmful in that RFEP students might struggle due to limited access
to core curriculum while receiving ELD services. The evidence of this research shows RFEP

13
students having difficulty in more advanced curricular offerings due to the limited access in
previous years. With this reality, teachers should equip themselves to support RFEP students in
succeeding with the demanding academic core. In addition to providing the support needed for
RFEPs to be successful in school, the California Department of Education (n.d.) requires school
officials to monitor their RFEP students for at least four years after reclassification to ensure that
students are not prematurely exited and they are actively and successfully participating in the
core instructional program similarly to their English-only peers. Establishing benchmarks for
academic content knowledge growth and providing assistance to RFEP students who are not
meeting the expectations can prevent them from falling behind, maintain their progress, and
avoid regression (California Department of Education, n.d.). Having these procedures in place to
ensure the success of RFEP students will provide the structures needed for every student to
succeed at their best ability. In addition to the reclassification and follow-up processes, various
laws and policies also create barriers for educators in keeping up with the ever-evolving changes
in education.
Evolving Laws and Policies
Educational laws and policies reflect the ongoing evolution of the field of education. The
social, economic, and political forces that shape society also influence the constant changes seen
in educational reform, fitting into the exosystem level of the conceptual framework. This reality
creates a barrier for teachers because according to Lowenhaupt et al. (2020), unclear policies
may cause frustration for teachers working with ELLs, leading to negative teacher attitudes.
These researchers noted that the Lau v. Nichols (1974) Supreme Court case was the first to
affirm that public education must be accessible to ELLs and that they cannot be denied this
opportunity. Furthermore, this case established that equal does not equate to equitable and that

14
ELLs require supports and services tailored to their needs to succeed academically (Lowenhaupt
et al., 2020). This case opened the gates to providing an equitable education for ELLs along with
numerous laws and policies to support this student body. In 2015, the Every Student Succeeds
Act (ESSA) reauthorized the 1965 Elementary and Secondary Education Act, replacing the
previous regulations within the 2002 No Child Left Behind (NCLB) Act. ESSA mandates
advances in equity through rigorous academic standards that prepare students to succeed in
college and careers (U.S. Department of Education, 2022). These new regulations created a shift
in educational policy from federal to state, creating variations of interpretations amongst states
(Callahan et al., 2022).
Similarly to the federal regulation changes, there are continuous changes at the state
level. The passage of Proposition 227 in 1998 banned bilingual education in the state of
California and made English the only language of instruction in K-12 public schools (Garrity et
al., 2018). These researchers indicated that due to this change, school officials moved students to
English-only classrooms without considering the benefits of primary language support. Based on
the seminal work of Thomas and Collier (1997), many saw this proposition as a subtractive
approach rather than additive, causing children to abandon their mother tongue. Language
advocates proposed the Education for a Global Economy (Ed.G.E.) Initiative, also known as
Proposition 58, to address the negative effects that Proposition 227 had on language minority
students (Alfaro, 2018). The Ed.G.E. Initiative aims to repeal the main provisions of Proposition
227 that mandated English-only programs for ELLs.
In addition to Proposition 227 and 58, there have been additional legislative changes
impacting educational processes for ELLs. Between the six-month window of October 2022 and
April 2023, the legislature passed six Assembly Bills that actively impact the instruction of

15
English Learners. The California legislature passed Assembly Bills 1868, 370, 393, 714, 1127,
and 1520 for educators to implement (California Legislature, n.d.). Assembly Bill 1868 pertains
to English language acquisition status data and school accountability and Assembly Bill 370
discusses the biliteracy inclusion act. Assembly Bill 393 addresses the importance of
intentionally developing both the ELLs’ home language and English while Assembly Bill 714
introduces newcomer legislation issuing instructional guidance to support newcomer students
and school districts. Lastly, Assembly Bill 1127 re-establishes the Bilingual Teacher
Professional Development Program (BTPDP) and Assembly Bill 1520 enforces student
instruction in civic engagement practicums. The revolving door of laws makes it challenging for
teachers to focus on content and instructional outcomes when they are constantly learning and
adapting to federal and state-level mandates.
Ongoing legislative modifications create barriers for teachers in keeping up with ongoing
changes, as do evolving state-level standards and policies. The California Department of
Education (CDE) (n.d.) published the California English Language Development standards in
November 2012. Shortly thereafter in 2014, CDE introduced the California English Language
Arts/English Language Development framework in response to Assembly Bill 250. In July 2017,
the California State Board of Education approved the California English Learner Roadmap
Policy to provide guidance to districts and educators on educating ELLs throughout the state.
The abundance of changes and chances of misinterpretation of the numerous documents and
policies create barriers and disconnections between policy and practice (Jimerson & Childs,
2017). The pendulum of changes in laws and policies impacting teacher instructional practices in
supporting ELLs is ongoing. This reality creates frustration for educators trying to teach

16
standards, support student academic growth, and keep up with the constant changes. Providing
teachers with effective instructional practices to support ELLs can help alleviate these barriers.
Instructional Practices to Support English Language Learners
In order to help English Language Learners acquire a new language, teachers need to
have the appropriate instructional practices to support language acquisition. According to the
2023 U.S. Department of Education adjusted cohort graduation rate, the national average of high
school graduates is 87%. Research shows that the current school system poses a challenge for
most English Language Learners, with only 67% of them graduating from high school
nationwide (Rodriguez et al., 2020). The evidence highlights further that the U.S. public school
system now has a minority-majority English language learner population with a 51% growth rate
compared to a 7% growth rate of the general student population (Samson & Collins, 2012).
Considering this fact, it is important for teachers to have the tools they need to effectively teach
ELLs and help them feel more included (Glatt Yochai, 2019) and decrease discipline referrals
and dropout rates (Farris, 2011). The research provided in the following section addresses
effective instructional practices to support English Language Learners in the areas of teacher
empathy, inclusive environments, and understanding pedagogy, impacting teachers at the
individual and microsystem levels of Bronfenbrenner’s (1979) ecological system’s theory.
Understanding Teacher Empathy
The absence of teacher preparation in empathy and relationship building negatively
impacts the success of ELLs. Teacher empathy and relationship building fit into the individual
and microsystem levels of the conceptual framework respectively. Research has shown that
teachers are not prepared to engage in equitable practices as they enter the teaching profession
and need additional training to develop this skill (Rodriguez et al., 2020). These researchers

17
posited that building and developing teacher empathy, beyond emotive empathy, results in a
deep understanding of the social-political factors their students face. Having these key insights
into a student’s identity builds a student-teacher relationship and reduces discriminatory
practices faced by ELLs.
Additionally, Scales et al. (2020) claimed that student-teacher relationships are
foundational for student motivation and academic success. In a study of 89,000 students, the data
determined that 35% reported a caring school climate. Furthermore, just 22% of these students
mentioned a caring school climate and high teacher expectations. Similarly, Gkonou et al. (2018)
stated that teachers better meet the needs of their students when they are aware of relational
impacts on learning and the processes of learning and teaching. Their study of 127 teachers
highlighted that the most important constructs of a secondary student’s school experience include
motivation, willingness to communicate, learning strategies, emotions, and group dynamics.
These researchers indicated that these factors influence the likelihood of student success in the
secondary setting and reduce dropout rates. Not only do teacher preparation and mindset impact
the success of English language learners, but the sense of belonging and inclusion play a key role
in the academic achievement of these students.
Creating Inclusive Environments
English Language Learners enter the vortex of isolation when they are unable to use their
assets to support their learning. As Steinbeck (1952) quotes, “The greatest terror a child can have
is that he is not loved” (p. 270). This poses an instructional challenge for educators. Farris (2011)
claimed that most children fail in school because they feel detached, alienated, and isolated from
others and the educational process. This student shadowing study revealed that ELLs participated
in class discussions for only 2% of the school day and were not very engaged. Furthermore,

18
Weber et al. (2018) determined that immigrant students’ cultural identity and sense of academic
belonging affect their educational achievement and dropout rates. This quantitative study
revealed that immigrant students who experienced stereotype threat decreased in academic
performance (Weber et al., 2018), declined in academic belonging, and showed an increase in
dropout rates (Farris, 2011).
To prevent feelings of isolation, social interaction can be beneficial for English Language
Learners as it helps them improve their conversational and academic English skills (Lucas et al.,
2008). These researchers observed that when ELLs engage in academic dialogue with their peers
while working in groups, they are exposed to more language and produce more language, leading
to an increase in content knowledge and academic performance. Furthermore, valuing a student’s
home-language and the assets they bring into the classroom can help circumvent the sense of
isolation.
Furthermore, valuing home-language, culture, and student assets has a positive impact on
the academic outcomes of ELLs. The California Department of Education (2020) provides
guidance through several publications regarding the importance of assets-based instruction and
valuing home-languages and cultures. The research provides evidence showing how assets-based
pedagogy promotes social-emotional and academic development on ELLs. An assets-based
approach addresses the inequities that impede the academic growth of ELLs and students of
color. Assets-based instruction celebrates student approximations as opposed to focusing solely
on student weaknesses. According to Traill’s (1995) seminal research, emphasizing a student's
strengths can cause their weaknesses to disappear. The California Department of Education
(2020) introduced overarching practices to promote inclusive environments in classrooms to
support student academic achievement. These practices include social-emotional learning,

19
critically conscious empathy, and community responsiveness focused on student context.
Valuing student assets and identities provide opportunities for children to contribute to the
classroom using the assets they bring (Lin, 2020). An educator’s deep understanding of creating
inclusive environments lives at both the individual and microsystem levels of the conceptual
framework, as educators need to rely on personal experiences and adequate professional learning
to properly implement inclusivity in their classroom. As the research demonstrates, creating
inclusive environments and valuing student assets play a critical role in ELLs’ overall academic
achievement, as does a clear understanding of instructional pedagogy.
Understanding Pedagogy to Support English Language Learners
Understanding pedagogy to support English Language Learners is a key factor to
equitable instructional practices in the classroom and fits into the individual level of the
conceptual framework. Solvik and Glenna (2022) highlighted that an educator’s understanding of
pedagogy and learning environment results in an increase in teacher self-efficacy and positive
learning experiences for all students. Blackwell (2017) attributes this thinking to an idea known
as the curb-cut effect. Blackwell (2017) studied an initiative where curbs were cut to provide
accessibility to individuals in wheelchairs. However, it was discovered that there were other
positive unintended consequences of curb-cutting, such as providing accessibility to individuals
with strollers, people with grocery carts, elderly who have difficulty stepping off curbs, etc. This
phenomenon became known as the curb-cut effect and implies that support systems designed for
one group can also benefit other groups, even if they were not originally intended for them. The
curb-cut effect pertains to instructional strategies designed to aid ELLs. When teachers design
instruction to support ELLs, it may also benefit other students struggling to comprehend the
subject matter who are non-English Language Learners.

20
Effective Instructional Strategies
The lack of effective instructional strategies targeting ELLs negatively impacts teacher
self-efficacy. Hoff (2017) claimed that the lack of integrated units and clear input strategies in
educational planning negatively impacts the success of ELLs. This study revealed that
engagement and participation increased after implementing an integrated literacy and social
studies unit. ELLs talked and participated more, applied knowledge and skills, and exhibited
increased motivation in class. Additionally, Linan-Thompson et al. (2018) stated that a lack of
culturally and linguistically responsive instructional strategies impedes the use of familiar
linguistic or cultural knowledge to establish clear and comprehensible instruction. Their study
showed that integrating culturally and linguistically responsive teaching strategies and allowing
students to use their primary language to make meaning of the content resulted in improved oral
production and reading comprehension in the target language.
Furthermore, having a clear picture of where the lesson is headed has a positive impact
on students who have trouble in school (Reed, 2012). This quantitative study noted that stating
student expectations clearly resulted in zero disciplinary incidents. However, the lack of clear
communication regarding expectations and objectives resulted in 30 disciplinary occurrences. It
is evident that effective instructional strategies impact ELLs’ academic achievement and overall
outcomes. Likewise, a teacher’s understanding of language acquisition also impacts ELL
success.
Understanding Language Acquisition
In addition to understanding effective instructional strategies, educators should also
understand the stages of language acquisition to best meet the needs of their English Language
Learners. According to the seminal research of Krashen (1982), language acquisition requires

21
natural communication and meaningful interaction in the target language, where speakers focus
more on the messages they are conveying and understanding rather than the form of their
utterances. Additionally, Walqui (2000) stated that individual, social, and societal contextual
factors of second language acquisition affect student learning. With this foundation, educators
should consider both cultural and linguistic factors when developing learning experiences for
ELLs (Li et al., 2018). These experiences could include developing instructional lessons that are
at the student’s instructional level and integrate topics that are of interest to the student. In
support of this practice, the Orange County Department of Education (2015) introduced four
focus areas educators should consider to build and bridge language. These four areas include
comprehensible output, phonological awareness, negotiating for meaning, and academic
discourse. When implementing comprehensible output, teachers should encourage students to
take risks to help students overcome the silent period of language acquisition and further expand
students’ cognitive academic language proficiency (Rolstad, 2017). In terms of phonological
awareness, which is the ability to hear sounds that make up words in a spoken language, the
Orange County Department of Education (2015) noted that this ability is a key predictor for
student success in speaking, reading, and writing in the target language. Negotiating for meaning
and academic discourse also play a role in language acquisition. When students engage in
meaningful interactions with instructional content and the target language, their proficiency in
speaking, reading, and writing academic language in the target language increases (Hanover
Research, 2020). These practices can inform educators’ instructional models to best meet the
needs of their ELL population. Similarly, an understanding of contrastive analysis will assist
teachers in meeting the needs of this student subgroup.
Understanding Contrastive Analysis

22
Contrastive analysis, also known as comparative linguistics, identifies language structure
similarities and differences between languages, promoting metalinguistic awareness and
accelerating target language acquisition. The seminal work of Rivers (1964) explained that
contrastive analysis teaching methods are based on a scientific analysis of the differences
between the learner’s language and the target language. According to recent research conducted
by the California Department of Education (2020), individuals can improve their proficiency in
multiple languages by comparing and contrasting the language systems. Johansson (1975)
provided additional original insights that elaborated on this approach stating that educators can
identify similarities and differences between two languages to help pinpoint student
misunderstandings and overgeneralizations of grammatical structures. Strategies can then be
developed to address the identified issues, with targeted feedback and support provided to
promote learning and growth. The ultimate goal is to create a more effective and inclusive
learning environment where both the teacher and the student discuss and collaborate to help
guide instructional decision-making (Johansson, 1975). This approach fosters a culture of
community and a continuous improvement mindset using formative assessment. By using
contrastive analysis, educators can help ensure that students receive high-quality education and
are prepared for academic success (Khansir, 2012).
To successfully implement contrastive analysis, educators benefit from having prior
knowledge of the two languages and creating structures that enable students to establish
connections between the two languages and identify their distinctive aspects (Harumi, 2023).
Several studies by bilingual experts indicate that students who speak multiple languages have a
natural ability to make connections between their languages (Beeman & Urow, 2012, &
Escamilla et al., 2013). This skill promotes an understanding of the unique features of each

23
language and how language operates overall. It also leads to cognitive flexibility, which enables
students to transfer skills between languages and enhance their progress in learning a second
language (Beeman & Urow, 2012, & Escamilla et al., 2013). Additionally, Ocrasistas-Vicandi
(2022) postulated that there is an interdependence between the primary language and the target
language. According to this research, examining the relationships between the spoken languages
of the student is more beneficial than looking at each language in isolation. The research
indicates that individuals learn and process languages in interconnected ways. Educators can
provide English Language Learners with positive learning experiences through contrastive
analysis to help English Language Learners acquire English (Khansir, 2012). Similarly, an
educator’s understanding of crosslinguistic transfer can aid students in acquiring the target
language.
Understanding Crosslinguistic Transfer
Understanding crosslinguistic transfer is important for educators and English Language
Learners alike, as it accelerates the acquisition of the target language and promotes
metacognition for metalinguistic awareness by using the linguistic knowledge of one language to
leverage the learning of the second language. Lin (2020) highlighted the positive effects
crosslinguistic transfer has on language processing. Lemke (2016) further supported the concept
of having language learners use the linguistic and multimodal tools to support their learning. The
research noted that language learners may transfer their knowledge of sentence structure,
vocabulary, and grammar to the target language. However, educators must be aware of errors
that can result from incorrect transfer of knowledge, such as unique grammar rules and false
cognates (Daniel & Pacheco, 2016).

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Furthermore, Kim et al. (2022), noted that students benefit from understanding cognates
between their primary language and target language. Understanding such cognates results in
higher order cognitive skills such as inference, perspective taking, and comprehension skills,
which lead to improved reading, writing, listening, and speaking. These researchers highlighted
that when students applied their primary language knowledge to writing an essay in the target
language, it resulted in higher order cognitive skills and greater writing quality (Kim et al.,
2022). Furthermore, Otwinowska (2015) noted that students do not begin at the basic level when
learning a new language. Rather, students will apply the knowledge they know from their
primary language to extend their existing knowledge of how language works. In summary, the
research demonstrates how an educator’s understanding of crosslinguistic transfer takes student
assets into account when acquiring a new language.
Conceptual Framework
Bronfenbrenner’s (1979) ecological systems theory provides insight into this problem of
practice. As introduced in Chapter One, Bronfenbrenner’s (1979) ecological systems theory
helps in understanding the complexities of the relationship between an individual and their
environment. This theory explains how an individual centers within a series of interconnected
systems that impact an individual’s experiences. These systems contain five levels: the
individual, mesosystem, exosystem, macrosystem, and macrocultural (Bronfenbrenner, 1979).
In exploring the problem of practice, the relationship between the different variables of
the study will help develop a conceptual framework (Grant & Osanloo, 2014). This conceptual
framework integrates Bronfenbrenner’s (1979) ecological systems theory and how it fits into the
problem of practice with elementary teachers at the center, individual level. The framework
continues to elaborate on how various external systems affects this population, including the

25
microsystem, mesosystem, exosystem, and macrocultural, showcasing how these components
play an integral part in addressing the problem of practice. Figure 1 provides an overview of how
these systems interconnect and shape the theoretical approach to exploring this problem. The
conceptual framework presented in this figure demonstrates how self-efficacy, personal
experiences, and understanding of instructional pedagogy affect elementary school teachers at
the individual level. In the microsystem, professional learning opportunities, educational
experiences, colleagues, site administrators, access to educational resources, and the students
they teach impact educators. At the mesosystem level of the conceptual framework, student
families, the central district office, and the community influence educators. The last system
reviewed in this study is the exosystem. At this level of the conceptual framework, laws,
policies, government, and lack of access to resources affect educators. Although Figure 1 also
contains the macrocultural system in Bronfenbrenner’s (1979) ecological systems theory, this
system will not be investigated in this study.
Figure 1: Conceptual Framework
Barriers/Challenges Elementary Teachers Face in the TK-6 School Setting

26
Conclusion
The challenges creating inequities for English Language Learners, such as the barriers in
understanding student identification, evolving laws and policies, and primary language support,
as well as the instructional practices of teacher empathy, inclusive environments, and
understanding pedagogy, are important to address. The United States public school system now
has a minority-majority English Language Learner population, and the educational system does
not adequately address the needs of these changing demographics (Samson & Collins, 2012). To
enact change, district and state leaders must be aware of these challenges. The consequences of
not addressing this problem will result in a more significant achievement gap and greater
inequities for generations to come. By addressing this problem, educators can better support
ELLs by utilizing ethical teaching strategies that promote a greater sense of inclusivity and
belonging (Glatt Yochai, 2019), decrease discipline referrals and dropout rates (Farris, 2011),
and ultimately close the academic achievement gap for English language learners (Roessingh,
2004).

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Chapter Three: Methodology
The purpose of this study is to explore teaching practices that promote equitable learning
opportunities for English Language Learners. This chapter provides a roadmap to the research
methods used to investigate this concept. The chapter begins with a review of the research
questions guiding the study, followed by an overview of the design and a detailed summary of
the research setting and the researcher. Next follow the description of data sources, overview of
participants, instrumentation, and data collection procedures. The chapter concludes with data
analysis, credibility and trustworthiness, and ethics.
Research Questions
Two research questions guide this study:
1. What barriers prevent teachers from using equitable learning opportunities for ELLs
in the elementary school setting?
2. What teaching practices do teachers identify that lead to equitable learning
opportunities for ELLs in the elementary school setting?
Overview of Design
This is a qualitative study to get a deep understanding of instructional practices that best
support the academic achievement of ELLs. The study initially intended to consist of 12-15
individual interviews, however, only eight interviews were conducted using a semi-structured
interview guide approach. The interview contained 13 questions related to the main two research
questions guiding the study. Various question types were used in the interview protocol, as
identified as a best practice in the research of Merriam and Tisdell (2016) and Patton (2002). The
first question type involved background demographic questions to get an understanding of the
participant’s background as well as an understanding of how they relate to the other participants

28
in the study. Experience and behavior questions were asked to get more information about what a
typical school day looks like. Another question type incorporated opinion and value statements
to determine what the participant thinks about their teaching experiences and their students’
learning experiences. Lastly, knowledge questions were used to inquire about the participant’s
understanding of English Learner identification and support.
The first five questions were designed to provide contextual information about the
participant, their educational background, and their classroom demographics. The second set of
questions honed in on the participant’s access to instructional resources needed to perform their
job. This set of questions was aimed to support the first research question identifying the barriers
that prevent teachers from using equitable learning opportunities for ELLs. The final set of
questions focused on the participant’s instructional design and professional learning experiences.
This focus is intended to inform the second research question of this study to better understand
the teaching practices that lead to equitable learning opportunities for ELLs. Each of the 13
questions target key concepts from Bronfenbrenner’s (1979) ecological systems theory, touching
on four of the five levels: individual, microsystem, mesosystem, and exosystem.
Once participants were identified and the interviews were conducted, the narratives were
coded and interpreted. The findings will help determine potential barriers teachers encounter that
prevent equitable learning opportunities for English Language Learners. Additionally, the
interview findings will describe which teaching practices lead to equitable learning opportunities
for ELLs in the elementary school setting.
Research Setting
The research setting of this study is Student Centered School District (pseudonym). This
is a transitional kindergarten (TK) through sixth grade district with approximately 6,000 students

29
enrolled, as reported by California Department of Education DataQuest (2023). The student
population’s reported demographics in this district are 86% Hispanic or Latino, 6% White, 3%
Filipino, 2% African American, 2% two or more races, and less than 1% American Indian,
Asian, Pacific Islander, or other. The English Learner data for this district include 47% English
Language Learners, 44% English-only speakers, 6% reclassified fluent English proficient, and
2% initial fluent English proficient (California Department of Education DataQuest, 2023).
Looking at the English Language Learner data by primary language spoken by students, the
report indicates 98% of ELLs speak Spanish and 1% speak Filipino. The remaining 1% speak
Cantonese, Mandarin, Hmong, Thai, Turkish, or Vietnamese. Looking deeper into the student
data, the report showed that 66% of the student body qualify for free or reduced lunch and 25%
attend an afterschool program. Additionally, 69% of the students feel connected to the school
and 80% reported being motivated academically.
The staff demographics mirror those of the students, based on the California Department
of Education DataQuest (2023) report. Of the 255 staff, 82% are Hispanic or Latino, 10% White,
3% African American, 2% Filipino, and less than 1% American Indian, Asian, Pacific Islander,
or two or more races. Participants of the study included teachers of ELLs. This targeted
population of participants will shed light on the factors influencing teacher self-efficacy in
creating equitable learning opportunities for their ELL students, as well as the research questions
targeted for this study.
The Researcher
As a first-generation American with two parents who immigrated to the United States
from Lebanon, I have experienced first-hand what it is like to be an English Language Learner in
the American school system. Being trilingual, I speak Arabic as my primary language, then

30
acquired English, then Spanish. As an educator and a lifelong learner, I advocate for immigrants
and refugees and do everything possible to ensure success for English Language Learners and
emerging bilinguals. I have been teaching since 1992 and have taught preschool, third grade,
middle school, high school, and university-level courses.
My identity, values, and beliefs play a role in influencing my positionality and have
shaped the research topic for the problem of practice. Through the lens in which I see education
for immigrants, refugees, and emerging bilinguals, I have noticed a culture of silencing that
occurs with this marginalized student population. This could be unintentional, or intentional, but
nevertheless, this culture of silence exists and is hindering the students’ ability to participate in
the learning process and the acquisition of the English language. As an educator for 32 years and
an English Language Learner, I have lived these experiences since my preschool years and
continue to experience this issue as an advocate for today’s emerging bilingual youth as a
county-level administrator.
It is important to be aware that personal opinions and beliefs can impact research, leading
to biased data collection and interpretation. To avoid this, I will engage in reflexive thinking to
challenge my assumptions to postulate objective and informed conclusions (Creswell &
Creswell, 2018). As recommended by these researchers, I will reflect on how my own
experiences may influence the outcomes of the study.
Data Sources
This study utilizes an interview protocol. Using interviews as the method of data
collection allows for interaction with participants and maintains a natural flow of conversation.
This data collection approach seems most appropriate to allow for question probing and the use

31
of participant ideas to frame subsequent questions and tie into previous answers, providing
flexibility in question wording and order (Merriam & Tisdell, 2016; Patton, 2002).
Participants
The target population for this research study includes elementary school teachers who
teach and support English Language Learners. A purposeful sampling approach was used to
identify participants for the study. This sampling method utilized criterion-based selection to
determine participant attributes crucial to investigating the identified research questions
(Merriam & Tisdell, 2016). Recruitment efforts included identifying teachers from the identified
school district who meet the study criteria. To support adequate data collection for reaching
saturation, the target sample size for this study was 12-15 participants.
Participants were identified through social networking, word of mouth, and district
relationships. If more participants are needed, the utilization of snowball sampling will increase
the number of participants as needed. Participant identities were protected through the use of
pseudonyms to ensure privacy and encourage honest and open responses. This targeted
population of participants will shed light on the factors influencing teacher self-efficacy in
creating equitable learning opportunities for their students, as well as the research questions
targeted for this study. Individuals working in the field of education serving ELLs will be able to
provide the information needed to investigate the identified research questions addressing
equitable learning opportunities for this marginalized student group.
Instrumentation
The participants of this study took part in Zoom interviews that are qualitative and semistructured in nature, as defined by Patton (2002). The purpose of these interviews was to provide
answers to the proposed research questions. The use of interviews was suitable for this study

32
because it allowed participants to recount and share their past experiences (Creswell & Creswell,
2018). The interviews were designed as semi-structured to allow researcher flexibility while still
addressing the main concepts and research questions of the study (Merriam & Tisdell, 2016).
To ensure accuracy, pilot tests of the interview protocol were conducted before
proceeding with the interviews. This step was key as it allowed external parties to conduct an
objective evaluation of the instrument’s coherence, flow, and time requirements (Creswell &
Creswell, 2018). The interview protocol was piloted by an administrator and two teacher leaders
who are not involved in the study. The pilot test aimed to improve the clarity and sequence of
interview questions, identify possible follow-up questions, and determine the time needed for
completion. Appendix A contains the complete interview protocol.
Data Collection Procedures
Data collection occurred in a 60-minute synchronous interview on a digital platform via
Zoom. The Zoom platform provides a transcription software feature that was utilized to capture
participant responses. Additionally, a separate digital audio recording was used on a smartphone
as a backup data collection method in the event the Zoom technology failed, or other technical
issues arose. After the interview, the Zoom recording was reviewed independently by the
researcher to ensure the accuracy of the automated transcription since software programs often
misinterpret what is said, causing errors in the data (Burkholder et al., 2019).
Data Analysis
Data analysis included reviewing the interview recordings and transcripts to gain an
understanding of how to effectively cater to the needs of ELLs. ATLAS.ti software was used to
code and categorize qualitative data obtained from the final transcripts. Key concepts from
Chapter Two and the theoretical and conceptual frameworks provided the following a priori

33
themes: barriers faced by teachers of ELLs (student identification and placement, ELL services,
and evolving laws and policies), and instructional practices to support ELLs (teacher empathy,
inclusive environments, and pedagogy). After analyzing and reflecting on the qualitative data
collected, posteriori themes became apparent and were added to the codebook. Chapter Four will
present the qualitative findings and how they relate to the conceptual framework based on
emerging themes. It is the goal that this data could lead to leading practices (Merriam & Tisdell,
2016) to help inform the field of education, specifically in supporting ELLs.
Credibility and Trustworthiness
To ensure the credibility and trustworthiness of the study findings, several strategies were
utilized to provide valid and reliable data. To maximize trustworthiness and improve the research
study's credibility and internal validity, Rowlands (2021) and Merriam and Tisdell (2016)
recommend using respondent validation. Through respondent validation, this study sought to
understand multiple perspectives of the phenomenon by interviewing several educators within
different levels of the system to compare and cross-check the data across many experiences
(Merriam & Tisdell, 2016). Additionally, respondent validation was utilized to solicit feedback
from the interviewees regarding the data findings to rule out the possibility of misinterpretation
of responses (Merriam & Tisdell, 2016). In addition to respondent validation, Rowlands suggests
the use of interview transcript review to ensure the transcript is representative of participant
experiences to further enhance the credibility and trustworthiness of the study. Using these
identified credibility and trustworthiness building strategies helped mitigate researcher bias and
possible misinterpretation of the data and increased analytic quality.
Ethics

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This study is to better serve our English Language Learner student population and has the
interests of these students in mind, but it also accounts for the teachers who serve this
marginalized group. If teacher practices change to better meet the needs of this student group,
students will benefit directly, but society at large can benefit indirectly. Harmful outcomes are
not foreseen; however, teachers may have a temporary sense of reduced self-efficacy while going
through the experiment. Participant names were not used in the study to ensure confidentiality
and protect study subjects from harm (Merriam & Tisdell, 2016). The data reported is narrative
in nature with the use of pseudonyms in lieu of participant names. The participating district is
also reported anonymously. Data results were collected over time to look at long-term effects
and overall findings from the study.

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Chapter Four: Findings
The focus of this study is to investigate teaching practices that promote equitable learning
opportunities for English Language Learners. The study is based on Bronfenbrenner’s (1979)
ecological systems theory, and qualitative interviews facilitated the organization of the findings
and development of recommendations. This chapter introduces the research participants and
outlines their professional experience. Subsequently, the findings and a brief discussion of each
research question are presented, as well as a final summary of the findings. The research
questions that guided this study are as follows:
1. What barriers prevent teachers from using equitable learning opportunities for ELLs
in the elementary school setting?
2. What teaching practices do teachers identify that lead to equitable learning
opportunities for ELLs in the elementary school setting?
Participants
The participants of this study involved eight elementary school teachers who teach and
support English Language Learners at Student Centered School District (pseudonym). These
educators shared their perspectives on the barriers they face in meeting the needs of ELLs, as
well as the instructional strategies that best support the academic outcomes of this student group.
The eight educators who participated in this study teach transitional kindergarten (TK),
kindergarten (K), third grade, fourth grade, sixth grade English language arts, sixth grade
mathematics, and two teachers on special assignment (TOSA) who support literacy in TK
through sixth grade classrooms. These participants are diverse in race, age, and experience, but
not in gender as there were seven females and one male. This ratio is not uncommon in the

36
elementary school setting, where a majority of teachers are female. All interviewees have a clear
California teaching credential with an authorization to support English Language Learners.
Chapter Four includes participants’ reflections on classroom barriers and impactful
instructional strategies for student growth. The use of pseudonyms in lieu of actual names
provided anonymity to participants and facilitated deep reflection on their professional
experiences and roles as educators. Table 1 provides an overview of the participant’s
pseudonyms, number of years in education, and grade level or subject taught.
Table 1
Participant Demographics
Participant
Pseudonym Years in Profession Grade Level/Subject
Holly 15 Transitional Kindergarten (TK)
Forrest 22 Kindergarten (K)
Lily 11 3rd grade
Daisy 17 4th grade
Summer 4 6th grade English
Autumn 5 6th grade Mathematics
Rose 12 TK-6th grade TOSA
Sienna 19 TK-6th grade TOSA
Findings Research Question 1
This study focused on teaching practices that promote equitable learning opportunities for
English Language Learners and the first research question targeted the barriers that prevent
teachers from doing so in the elementary school setting. The findings for this research question
are consistent with two topics discussed in Chapter Two, specifically those related to supporting
ELLs and identifying and placing students. Additionally, the theme of teacher cognitive overload

37
emerged, though there is insufficient research regarding this topic. Through the interview
process, participants reported barriers to include a lack of resources, student identification
challenges, and cognitive overload. Table 2 presents the three themes that will be elaborated on
in this section.
Table 2
Research Question 1 Themes
Theme Topics Framework Alignment
Lack of Resources Professional learning,
curriculum, staffing
Microsystem
Identification Challenges Student placement and
reclassification, testing
Microsystem, mesosystem,
exosystem
Cognitive Overload Sense of overwhelm and defeat Individual, microsystem,
mesosystem
Lack of Resources
Through the research conducted, a concern emerged regarding the scarcity of resources
that are available to support ELLs. The experiences and reflections of the eight participants who
were interviewed reveal a range of challenges in professional learning, curriculum
implementation, and adequate staffing. The issues identified are multifaceted and include
problems such as oversized group sizes during designated English Language Development
(ELD) sessions, a lack of ELL-specific training opportunities, and gaps in teacher preparation
programs.
Professional Learning
In examining the experiences and perspectives of the study participants, a range of
valuable insights emerged from their reflections on professional learning. The data illuminates a
prevailing deficiency in ELL-specific training, in both teacher credentialing programs and

38
professional learning opportunities at the school site. Aspiring teachers need to receive
professional development training as part of their teaching credential program to ensure their
continuous growth as educators. Lowenhaupt et al. (2020) noted that teachers who received
specific training on working with ELLs were more confident in individualizing instruction to
meet those students’ needs. However, Holly mentioned that “teacher preparation classes did not
prepare me to teach ELLs at all.” Forrest reinforces this gap by stating, “I don’t feel that my
educational experiences in college properly prepared me for working with ELLs. I learned some
ideas regarding theory; however, I didn’t know how to implement the theory into practice.” This
belief reveals the perceived omission of ELL-specific training in his college experience, which
suggests a disconnect between the theoretical knowledge imparted and the practical skills
required to effectively teach ELLs. Summer’s perspective further reinforces the overarching
theme of a sufficient gap in teacher preparation. In her statement, she adds another layer of
evidence by asserting, “I have not received any formal training to improve my ability to meet the
needs of ELLs.” She also expressed, “I only learned what I was taught in my credentialing
classes which was brief, insufficient, and did not prepare me adequately for what I encounter
daily in the classroom.” The inadequacy of her credentialing classes, characterized as brief and
insufficient, highlights a systemic shortcoming that transcends the depth and breadth required for
effective ELL instruction.
In addition to the findings of teacher preparation through the credentialing process, the
interviews revealed the impact Guided Language Acquisition Design (GLAD) has on educators,
particularly in the context of supporting ELLs. Despite not all teachers having had the
opportunity to participate in Project GLAD training, its impact is evident for those who have
attended. Lily’s comment underscores the critical nature of Project GLAD in addressing the

39
needs of ELL students, especially in districts with a high ELL population. She explained, “This
is the first real training I received in my 11 years of teaching that was specific to support my
instructional practices to support my ELLs.” This quote highlights both the specific relevance of
Project GLAD to ELL instruction and the potential gap in professional development
opportunities for educators in this area. Additionally, Rose’s suggestion that Project GLAD
should be mandated district-wide reflects a broader sentiment about the model’s efficacy. Her
emphasis on it being a “transformative experience that provides a new perspective on teaching”
suggests that the training goes beyond just imparting skills; it fundamentally shapes how teachers
approach their craft.
Daisy and Forrest also mention the impact Project GLAD had on their professional
growth. Daisy’s acknowledges Project GLAD as the “most in-depth training for supporting
language acquisition.” The focus on language acquisition has supported her level of
understanding in the considerations needed to meet the diverse linguistic backgrounds of her
ELL students. Forrest’s assertion that Project GLAD is the “most useful professional learning
experience” underscores his perspective on the model’s effectiveness. His statement implies that,
among various professional development opportunities, Project GLAD stands out as uniquely
impactful in enhancing teaching practices. The recurring theme across these interviews is the
perceived significance of Project GLAD in addressing the specific needs of ELLs and equipping
teachers with valuable tools and perspectives needed to support this diverse student body. The
expressed desire of those who have not yet participated in the training to attend highlights the
model’s reputation among educators. However, the fact that only half of the interviewed teachers
have completed Project GLAD training raises questions about the accessibility of this resource. It

40
prompts considerations about how to make such training more widely available, especially in
districts with a substantial ELL population.
As these professionals navigate the complexities of teaching, their reflections shed light
on the necessity for targeted, ongoing professional learning to enhance their capacity in
supporting the educational journey of ELLs. These findings lead to the importance of
understating educators’ perspectives on curriculum and its role in meeting the diverse needs of
ELLs. The reflections on gaps in professional learning opportunities set the stage for exploring
how curriculum choices impact the educational experience for both teachers and students.
Curriculum
Another barrier teachers confront is accessing effective curriculum to support ELLs,
although research indicates the importance for teachers to have the tools they need to effectively
teach ELLs (Glatt Yochai, 2019). Through the insights gained in the interviews, this collection of
findings reveals recurrent themes, ranging from resource limitations to the absence of districtwide initiatives and the need for tailored support for diverse learner profiles. As teachers
navigate these hurdles, they grapple with issues of accessibility, integration challenges, and the
demand for individualized assistance to ensure the academic success of their ELLs.
Holly’s situation underscores the absence of a dedicated program for Transitional
Kindergarten (TK). She stated, “I teach TK and they do not actually have a program for TK, so I
teach them the kinder program. But then I always have to supplement my lessons by looking
things up on the internet.” This lack of a specific curriculum could potentially hinder the
development of age-appropriate learning experiences. Similarly, Daisy struggles to provide
individualized help for ELLs due to insufficient resources. Daisy mentioned, “My English
learners need individualized help, and we just don’t have the resources needed to provide that

41
support. I have to create everything.” The demand for ELL personalized assistance implies a
need for more comprehensive resources that can address the unique challenges these students
face, fostering a more inclusive environment. Forrest echoes Daisy’s sentiments by expressing,
“although Project GLAD strategies are very powerful, we would love more materials already
created so we can spend less time creating them ourselves.” The acknowledgement of the
effectiveness of Project GLAD strategies contrasts with the time-intensive process those
strategies require of creating materials from scratch. This indication suggests a potential need for
a centralized repository of resources, allowing teachers to focus more on teaching and less on
creating materials.
Additionally, participants raised concerns regarding teachers’ varied understanding of
integrated ELD. Both TOSAs, Rose and Sienna, drew attention to a concerning gap in teacher
understanding regarding integrated ELD. Rose noted that based on her observations, “many
teachers have a very limited understanding of what integrated ELD even is and how to support
their students.” She even indicated that some sites do not have an official direction around
implementing integrated ELD. Sienna also supports this idea by stating, “Our designated ELD
and integrated ELD don’t seem to mesh. When students get pulled out for designated ELD, there
is a huge disconnect with anything they are doing in the classroom rather than building into and
from the content.” These issues emphasize the importance of professional development and clear
guidance to ensure a cohesive approach to integrated and designated ELD.
In considering the intricate challenges surrounding curriculum development, it becomes
evident that the effectiveness of ELD programs is inherently linked to staffing considerations.
Curriculum misalignments and resource constraints influence the overall success of ELD

42
programs. Likewise, the staffing findings further illuminate the role played by educators in
navigating these barriers and shaping a responsive and effective learning experience for ELLs.
Staffing
In examining the experiences and perspectives of the study participants, a range of
valuable insights emerged from their reflections on staffing. These findings underscore the
challenges faced by teachers, particularly in the context of designated ELD time where
substantial group sizes hinder the provision of individualized feedback. Lily noted that “one of
the biggest issues is during designated ELD time when we are expected to give students the
support they need at their levels, but the groups are just enormous. We need more help.” Her
perspective alludes to the frustration teachers face with large class sizes and not enough staff to
meet the individualized needs of their students. Daisy adds, “Our class sizes are big, which
means that our ELD groups are huge, and that makes teaching challenging.” The statement
emphasizes that large class sizes can impede the provision of adequate support to ELLs.
Additionally, Sienna shed light on an additional barrier, noting the substitute shortage.
She explained, “Other barriers include providing substitutes for teachers to be able to attend
training and be out of their classrooms.” This thought further underscores the challenge of
balancing professional development opportunities for teachers without compromising
instructional time with students. These insightful reflections help clarify the complexities around
the barriers impeding the optimal delivery of ELD.
Identification Challenges
The process of student identification and placement is dynamic. Understanding teacher
experiences with the intricacies of student identification is pivotal in addressing the diverse

43
needs of ELLs. In this section, participant experiences regarding student placement,
reclassification, and testing will be discussed.
Student Placement and Reclassification
The process of student placement and reclassification stands as an ongoing challenge in
the educational system. The insights gleaned from educators’ perspectives shed light on the
intricacies of these procedures, revealing a nuanced interplay of standardized assessments,
district policies, and the ongoing quest for equitable measures. All participants were able to
explain that during the initial identification process, the student placement begins through selfidentification. This process involves the completion of the Home Language Survey (HLS) by
parents at the time of student enrollment. However, Lily shared a challenge she once encountered
when twins enrolled in her class. One was identified as an ELL and the other as English-only.
When she inquired about this discrepancy, it was discovered that the mother filled out the
paperwork for one child and the father for the other. As indicated in the research of Bailey and
Kelley (2013) and Lopez et al. (2016), there can be misinterpretations of the questions on the
HLS that lead to inaccurate answers, as demonstrated by Lily’s experience.
The interview process also uncovered challenges with the procedural aspects of student
reclassification as a recurring theme. Rose’s point about the reliance on the Smarter Balanced
Assessment Consortium (SBAC) scores for reclassification is crucial. Rose revealed, “We only
reclassify students starting in fourth grade since students first take the SBAC in third grade, and
we do not have these scores until fourth grade.” She explained that “once students are identified
as ELLs when they enter school in TK or kinder, or any grade prior to third grade, our current
policies prevent them from exiting the program until they test out.” In the interview with Lily,
she reinforced this conception. When asked how many students in her class are reclassified, she

44
stated, “I do not have any reclassified students because the only standardized measure we use for
reclassification besides the ELPAC is the SBAC, and my students do not get those scores until
the summertime.” Holly and Forrest also mentioned that several of their students in TK and
kindergarten who are identified as ELLs function at the same academic level or higher than their
English-only classmates, yet they do not have the opportunity to reclassify out of ELL status
until they take the SBAC in third grade. These observations add depth to the discussion by
highlighting the existence of students who, despite being initially identified as ELLs, may exhibit
academic abilities comparable to or surpassing their English-only counterparts. This
phenomenon raises equitable concerns about the current identification and reclassification
policies educational systems have in place and coincides with the research of Lowenhaupt et al.
(2020), indicating that the identification process for ELLs could lead to inequitable services.
As educational systems continually refine their approaches to student placement and
reclassification, the importance of flexibility and targeted support to address the diverse needs of
ELLs surfaces. Another fundamental element in the determination of ELL proficiency and
subsequent reclassification is student testing. Understanding teacher perspectives regarding the
intricacies of student testing processes becomes paramount in comprehending the broader
context of how teachers navigate instructional strategies and adapt their approaches to foster
effective learning experiences for their students.
Testing
The findings from educators’ perspectives shed light on challenges and gaps within the
current student testing system. As articulated by 75% of those interviewed, Holly, Forrest, Lily,
Daisy, Summer, Sienna, and Rose had concerns about the effectiveness and transparency of the
recently implemented student assessment tracking website, leading to a lack of accessibility to

45
student performance data. Holly expressed her frustration by stating, “I can't access my students'
data on the new website my district is using. None of my students appear in the system, so I can't
view their performance. It's frustrating not being able to see their scores.” This concern suggests
a disconnect between the testing system and the accessibility of student performance data, raising
concerns about transparency and effective communication.
Additionally, significant gaps in the system were pointed out, including a lack of
standardized tools for ongoing progress monitoring and the need for a more holistic approach to
evaluating language proficiency. Rose and Sienna identified three significant gaps, with one of
them being the lack of effective assessments and ongoing progress monitoring. Rose noted,
“There are some assessments built into the curriculum, but most people don’t use them.” Sienna
also explained that “teachers are not required to upload certain assessment results anywhere, so
other teachers can’t see them, and they don’t follow the student either.” These concepts indicate
a need for a more cohesive and standardized approach to assessment tools that can be easily
shared and monitored across classrooms. This collection of insights highlights the need for a
more cohesive and transparent assessment system that caters to the level of attention needed in
progress monitoring to best meet the needs of ELLs.
Based on participant experiences, it is apparent that lack of resources and identification
challenges serve as barriers for educators. These barriers contribute to an increased cognitive
load and a sense of overwhelm, further highlighting the need for systemic support to alleviate the
strain on teachers and enhance their ability to meet diverse educational needs effectively. Due to
this finding, the following section will explore how teachers experience cognitive overload in
their professional settings.
Cognitive Overload

46
The educational environment presents numerous challenges that impose high levels of
cognitive demand on educators. The data collected sheds light on the cognitive overload
experienced by educators, with a predominant theme of overwhelming workloads and
instructional challenges. This section provides insights into the multifaceted nature of teaching,
touching upon issues such as class size, diversity of student needs, the demand for specialized
expertise, and the continuous adaptation to new curricula and teaching methodologies.
All interviewed participants expressed feeling overwhelmed and stressed. Autumn’s
realization of the overwhelming nature of her daily routine highlights the coping mechanisms
teachers often adopt to manage the constant demands. Autumn explained:
Now that I reflect on what my typical day looks like, I can see why I am so tired by the
end of the day. Going through it, I just cope, but now that I am reflecting on how much I
do, it is overwhelming.
Lily mentioned, "For me to give really focused feedback to 31 students is a huge challenge." Lily
continued by asserting, “Our class sizes keep growing, which means that in our ELD groups,
especially when you’ve got a large population of ELLs, those groups are just massive, which
makes it really difficult.” Lily’s mention of the difficulty in providing focused feedback to a
sizable class highlights the overwhelming nature of the teacher’s responsibility to meet
individual student needs. The growing class sizes also underscore the added complexity when
catering to diverse learners, such as ELLs.
Furthermore, according to Summer, a teacher’s responsibility as an instructor just
scratches the surface. Summer stated, “I feel like teachers need to be experts at everything from
content to psychology to nursing.” Summer’s insights highlight the breadth of responsibilities
educators now shoulder, ranging from content expertise to psychology and even elements of

47
nursing. Summer also expressed the cognitive overload experienced during the rapid transition to
digital teaching due to the COVID-19 pandemic. Summer said, “It was really hard because I
started teaching right before COVID hit, so it was a huge learning curve for me to navigate
teaching in a digital setting while still trying to improve my practice.” This sentiment underlines
the steep learning curves teachers often navigate either on their own or with very little support.
Rose expands on Summer’s notion when she revealed, “Now we need to be inclusion specialists
and language learner specialists, and all these other things.” This observation that teachers are
now expected to be specialists in several areas further reinforces the expanding scope of their
demanding roles.
Several participants acknowledged the ongoing learning process for teachers, both in
terms of new curricula and identifying individual student needs, which reflects the breadth of
cognitive demands of the profession. Daisy stated, “We are learning as we go. We are learning
the new curriculum and at the same time we are learning what it is that we need to effectively
teach that curriculum.” Daisy also mentioned that “preparing for the lessons and just managing
the workload is challenging,” which reflects the need that this profession demands continuous
adaptation and resilience. Sienna expanded on this notion, “Now teachers have separate lesson
plans for each group of students they meet with. So rather than having one language arts lesson
plan, you have six, one for each group.” Sienna’s description of teachers having separate lesson
plans for each student group underscores the increasing complexity and customization required
in lesson planning, adding to the cognitive load.
Teachers also experience cognitive overload during self-reflection. Holly disclosed, “I
feel like I am hard on myself sometimes and I forget to focus on taking time for me and
celebrating myself so I don’t get overwhelmed with the stress of being a teacher.” This point

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serves as a reminder of the importance of self-celebration and the emotional toll teaching can
have on educators. Forrest also mentioned the importance of self-care by stating, “The ideal
environment would be one that I could be more rested because if I were more rested, I would be
more patient and calm, and I would be able to pay closer attention to my students’ needs.”
Forrest’s desire for a more rested environment speaks to the link between teacher well-being and
effective classroom management, emphasizing the need for a supportive work environment to
decrease stress and increase the attention needed to properly address students’ needs.
The conclusion drawn from these perspectives is that addressing cognitive overload
experienced by educators requires a holistic approach. This approach involves recognizing and
actively mitigating the challenges posed by overwhelming workloads, diverse student needs, and
the educational swinging pendulum. By fostering supportive work environments, promoting
ongoing professional development, and prioritizing teacher well-being, there is an opportunity to
create an environment where educators can thrive, benefiting both teachers and students alike.
Discussion Research Question 1
The three emergent themes that surfaced from Research Question 1 illustrated barriers
educators face regularly. Given the responses shared during the interviews, influences within
Bronfenbrenner’s (1979) ecological systems theory at the microsystem level were prevalent
across all three themes. At the microsystem level, resources, systemic structures, and cognitive
load are impacted by teachers' professional learning opportunities, credentialing programs,
colleagues, site administrators, students, and educational resources. Identification challenges and
cognitive load are also impacted at the mesosystem level, with external factors such as student
families and district-level administration playing a key role in teacher experiences. State policies

49
impact teacher experiences at the exosystem level. All of the previously mentioned levels impact
the concept of teacher cognitive overload; however, it is experienced at the individual level.
Every teacher enters the teaching profession with unique life experiences and educational
backgrounds. As the findings from this study indicate, teachers do not feel prepared to
adequately teach ELLs when they enter the teaching profession. This finding corresponds with
the research of Rodriguez et al. (2020), indicating that teachers are not prepared to engage in
equitable practices as they enter the teaching profession. This deficiency in preparation does not
appear to be limited to a specific subset of educators but appears to be a systemic issue. The
connection between inadequate preparation and the challenges associated with teaching ELLs
becomes evident when examining the barriers related to resources, student identification, and
placement. By addressing these barriers, educators can be better equipped to meet the needs of
ELLs.
Collectively, the experiences that surfaced from Research Question 1 paint a picture of
excessive cognitive load borne by teachers, ranging from the pedagogical challenges to the
emotional and logistical demands of the profession. Despite the large quantity of research
regarding considerations for student cognitive load, there is a gap in the research regarding
teacher cognitive load. The findings of this study expose the complexities teachers face daily,
emphasizing the imperative for systemic support, professional development, and strategies to
enhance their overall well-being in order to cultivate a more sustainable and effective
educational ecosystem. As these barriers come into focus, it becomes clear that a paradigm shift
in the approaches toward creating and supporting a healthy work environment is necessary. This
shift requires a reevaluation of systemic structures and prioritizing teacher cognitive load to
foster a culture that values a healthy and supportive professional work environment.

50
Findings Research Question 2
The second research question aimed to identify teaching practices that teachers believe
provide equitable learning opportunities for ELLs in elementary schools. The findings for this
research question are consistent with three topics discussed in Chapter Two. Participants
reported the best teaching practices to involve inclusive learning environments and effective
teaching pedagogy, such as differentiated instruction and cooperative learning, which lead to the
curb-cut effect. Table 3 presents the three themes that will be expanded upon in this section.
Table 3
Research Question 2 Themes
Theme Topics Framework Alignment
Inclusive learning
environments
Cultural proficiency, positive
learning environments,
teacher empathy
Individual, microsystem,
mesosystem, exosystem
Effective teaching pedagogy Differentiated instruction,
cooperative learning
Individual, microsystem
Curb-cutting Improving access for all
learners
Individual, microsystem,
mesosystem, exosystem
Inclusive Learning Environments
In the realm of education, the quest for optimal teaching methodologies is an ongoing
process. Several best teaching practices were unveiled through the insights and perspectives of
the eight participants interviewed. The intersection of cultural proficiency, positive
environments, and teacher empathy emerged as themes related to inclusive learning
environments.
Cultural Proficiency

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In researching effective instructional practices, a recurring theme emerged, emphasizing
the importance of supporting students in embracing their native language and cultural
backgrounds, focusing on the assets they bring to the classroom. Forrest identified his
philosophy on assets-based instruction, “I think the asset-based approach has transformed the
way I teach. I am constantly looking for the assets students bring. I have found that when you
focus on what students can do, their can’t dos disappear.” Additionally, Lily highlighted the
significance of instilling pride in students for their native language. She expressed the idea that
“being bilingual is a tremendous asset and should be celebrated.” Furthermore, the findings
underscored the value of facilitating comprehension by allowing students to process information
in their primary language. Daisy advocated for this approach by asserting, “Let them process in
their home language if possible, to help with comprehension of new ideas.” This strategy not
only aids in academic understanding but also acknowledges the richness of students’ linguistic
diversity.
Another key insight was the emphasis on involving families in the educational process.
Rose emphasized the pivotal role families play as she stated, “Families are our number one
resource. They are the most important people in their children’s lives, and there shouldn’t be a
disconnect.” Recognizing the importance of familial support, she emphasized the need for
continuous efforts to strengthen connections with families to ensure they are well informed about
their child’s education.
The findings also featured a success story shared by Summer, illustrating the positive
impact of comprehensive support. Summer explained:
I had a student who came to me as a brand-new newcomer. What made a big difference
for him was two things: his attitude and the support structures at school and home. This

52
kid was focused on learning. He wanted to learn, and he was motivated. He also had
someone at home who supported him. And as his teacher, I understood his cultural
background, his learning style, and his interests, so I would always try to make it relevant
for him. So he had the support at school, he had his designated ELD, he had integrated
ELD going on, he had family support, he had a positive attitude and motivation, and he
was a sixth grader, so he knew how to take his learning into his own hands as well.
Due to a combination of motivation, a supportive teacher, and family involvement, this
newcomer student excelled academically. This example emphasizes the significance of a holistic
approach to ELL support.
These teachers’ narratives illuminate the power of focusing on assets, celebrating
linguistic diversity, and engaging families as vital partners in education. These findings
collectively advocate for a comprehensive understanding of each student’s background,
underscoring that a one-size-fits-all approach falls short in creating inclusive spaces. In looking
deeper into inclusive learning environments, it becomes evident that the seeds of inclusivity,
sown through cultural proficiency and positive learning environments, pave the way for
classrooms where every student feels valued, understood, and empowered to thrive academically
and personally.
Positive Learning Environments
Creating a positive learning environment within elementary school settings is an
endeavor that goes beyond academic achievement. Positive learning environments that support
inclusivity encompass the holistic well-being of students to maximize their potential (California
Department of Education, 2020). In this section, the voices of educators highlight the strategies

53
and philosophies employed to foster a positive atmosphere where every student feels valued,
understood, and welcomed.
The findings from the statements made by Lily, Forrest, Sienna, Autumn, and Rose
showcase the importance of fostering a positive and supportive learning environment through
various practices centered around student well-being and engagement. Lily highlighted the
importance of starting each day with a morning meeting to check in with students. She stated,
“We start daily with a morning meeting to check in with our students. It’s nice to have that
permission because we know how necessary it is. I really appreciate that it is mandated and
valued by administration.” This statement suggests that site leadership recognizes the importance
of regular check-ins and the positive impact they can have on student well-being. Sienna
reinforces the notion of starting with a circle. She explained, “We always start with an opening
circle to check in with one another.” Forrest provides additional insight into the morning routine,
mentioning, “We start each morning with a circle and we check in and talk about how we are
feeling.” These practices not only allow for emotional expression but also promote a sense of
community and connectivity within the classroom.
Autumn introduces the concept of Maslow’s hierarchy, highlighting the foundational
importance of addressing students’ psychological and emotional needs before delving into
academic content. Autumn stated, “Before I can begin teaching, it is important that students feel
valued and a have sense of belonging. If they are not in the right mindset, they will not be able to
learn the content. It’s like Maslow’s hierarchy.” Recognizing that students must feel a sense of
value and belongingness to be receptive to learning, Autumn underlines the connection between
well-being and educational outcomes.

54
Rose brings attention to the broader perspective of integrating the curriculum with
students’ lives and interests. Rose stated, “I always ask myself, ‘How am I connecting what they
are learning to the rest of their lives? How does this align with their interests?’ I want to make
sure students are dialed in.” By constantly asking herself how the material connects to students’
real-world experiences and interests, Rose demonstrates instructional practices that correspond
with the research of Gkonou et al. (2018) noting that students are more engaged and connected
with content that is meaningful and relevant to their lives.
These findings highlight the importance of intentional practices that prioritize socialemotional well-being, celebrate diversity, and tailor instruction to individual student needs. The
significance of morning meetings for social-emotional check-ins, the celebration of linguistic and
cultural diversity, and personalized learning aligned with students’ interests all impact the
educational experiences and academic outcomes of ELLs. Through these findings, the impact of
teachers who empathize with their students surfaces. The following section examines how
teacher empathy can impact student well-being and academic outcomes.
Teacher Empathy
The role of educators goes beyond instruction; it includes creating an empathetic and
inclusive learning environment. The educators' reflections revealed the transformative power
empathy has on diverse student needs. Sienna and Forrest shed light on the efficacy of active
listening as a key empathetic strategy. These educators both mentioned the importance of paying
attention to what students are saying. Forrest elaborated, “It is important to reflect on their words
and ask follow-up questions to show that you are engaged and genuinely interested in their
thoughts and feelings.” This process involves not only listening to students but also engaging in
reflective inquiry to truly understand their words.

55
Furthermore, a recurrent theme was the significance of approachability and relationshipbuilding. Lili, Daisy, Holly, Rose, and Summer collectively highlighted the role of fostering
connections with their students. Lily mentioned that she “creates an open and welcoming
environment” during circle time, which sets the tone for open communication. Daisy’s revelation
about students occasionally addressing her as “mom” reflected the level of comfort and trust she
instilled in her classroom. Holly and Rose emphasized the need for maintaining open lines of
conversation, creating a space where students feel heard and valued. Summer added depth to this
theme, stressing the importance of trust. She noted:
I think my students trust me because they know I care. If a student comes to me with a
problem, I always listen and I never belittle how they feel or tell them it’s not a big deal.
We try to come up with solutions together, and I coach them through it.
These experiences highlight that empathy goes beyond mere understanding. It involves active
engagement, approachability, and the establishment of trust. These approaches contribute to the
development of strong, supportive teacher-student relationships (Scales et al., 2020). Through
these findings, a symbolic relationship between empathy and effective teaching pedagogy
emerges, shaping a learning environment where students continue to feel valued, heard, and
supported.
Effective Teaching Pedagogy
Educators are recognizing the importance of implementing innovative strategies to meet
the diverse needs of their ELLs. In this context, differentiated assistance and cooperative
learning transpired as two key concepts. The participants recognized these two practices as
effective teaching methods and will be discussed in the following section.
Differentiated Instruction

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The implementation of differentiated instruction has become a leading strategy to address
the diverse learning needs of students (Hanover Research, 2020). Although the majority of the
participants believe differentiated instruction is an effective instructional strategy, the findings of
this study reveal the complexities faced when implementing differentiated instruction. Sienna’s
perspective highlights a common concern of relying heavily on textbooks without addressing the
individual needs of ELLs. She stated, “Many teachers just follow the textbook, and I don’t think
that is quality instruction. The kids aren’t getting the ELD instruction they need at their level.”
This sentiment aligns with the understanding that a one-size-fits-all approach may not be
effective. Daisy builds on this idea by emphasizing the necessity for individualized instruction.
Daisy explained, “I feel like English learners need their teachers to be able to give them
individualized help, either in a small group setting or one-on-one, for that extra support the
student needs to improve.” This approach fosters a supportive learning environment, allowing
students to receive targeted instruction at their proficiency level.
By engaging in small group instruction, teachers can provide focused guidance and
support. Lily pointed out, “The most precious thing we can give students is our time through
small groups with the teacher for guided reading or small group instruction for any subjectreading, writing, math.” Providing small-group support across the content areas allows students
to receive the attention they need to enhance their understanding and skills in that subject.
Forrest further reinforces the effectiveness of this approach by stating, “I have started doing
more small groups because it is just more effective. It’s more work, but more effective. When I
tailor the lessons to their individual needs, the students grasp the concepts so much better.” This
sentiment resonates with the understanding that adapting instructional strategies to cater to
individual learning styles and proficiency levels can improve the learning outcomes for ELLs.

57
Additionally, Autumn introduced a collaborative approach by describing, “As a grade level, we
team up with the resource teacher and group students by level. We split them into three groups to
create more homogenous groupings to better meet their needs during the rotation block.” By
leveraging the expertise of the resource teacher and implementing homogenous groups during
their ELD block, this approach demonstrates a concerted effort to address the diverse needs of
ELLs across the entire grade level.
These firsthand accounts highlight the importance of investing time, effort, and
collaboration to create a learning environment that caters to the individual needs of students.
Additionally, these viewpoints expose the nuances of differentiated instruction, showcasing both
successes and challenges faced by teachers striving to create inclusive and effective learning
environments. The shift from traditional whole-group instruction to interactive and discussionbased teaching methods provides a more personalized learning experience for students. This
transition highlights how educators can create classroom environments where cooperative
learning becomes a conduit for shared knowledge and teamwork.
Cooperative Learning
The methodologies of effective teaching pedagogy continually evolve to meet student
needs. Among these approaches, cooperative learning emerges. In the following findings,
educators share their experiences and insights into implementing cooperative learning and how
this approach helps meet the needs of ELLs.
Sienna’s insight into the limitations of traditional teaching highlights the benefits of
collaborative learning strategies. Sienna stated, “In traditional teaching, if you’re lost, then
you’re lost for that whole hour. With table groups, we use the numbered heads strategy and give
students the chance to talk about it so learning becomes a team effort.” By providing students

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with the opportunity to engage in academic conversations, a shift is noted moving from a solitary
learning experience to a collaborative team effort. A similar experience was noted by Autumn:
In sixth grade, there is a lot of collaboration time. In my first year teaching, I had the
classic traditional rows, but as I grew in my practice and started becoming braver with
my classroom management, I jumped into collaborative groups. It is so nice to see the
students having academic conversations together rather than working in isolation.
Autumn’s experiences further reinforced how solitary learning experiences can be replaced with
the implementation of collaborative groups. Summer echoed the sentiment of the benefits of
cooperative groups by emphasizing, “My students love working in cooperative groups. I feel this
allows them to discuss content and process what they are learning with each other. Having time
to talk about it is important.” The emphasis on discussion not only enhances comprehension but
also promotes a sense of community.
The implementation of cooperative groups also allows the teacher to step back and
become an active listener. Rose explained, “As a teacher, I usually do all the talking. When I
started doing cooperative groups, I could listen to what students were discussing and pay
attention to what they were grasping and what they still needed to work on.” This shift enabled
Rose to gauge student understanding and further identify students’ strengths and needs. Forrest’s
observation of the transformation in student demeanor highlights the social and emotional
benefits of collaborative learning. Forrest stated, “Before, my students were quiet and timid.
Now they are much more confident and resilient, even when things are challenging for them
because they know they have their team to rely on.” These findings highlight the positive impact
of cooperative learning. The adaptability and inclusivity of cooperative learning methods

59
contribute to a more interactive and student-centered learning environment while setting the
stage for a broader phenomenon known as the curb-cut effect.
Curb-cutting
Originating from urban planning, the curb-cut effect suggests that solutions designed to
address the specific needs of an identified group can have a far-reaching, positive impact on a
much larger population (Blackwell, 2017). Equitable teaching practices are like curb cuts for
sidewalks. Just as curb cuts make sidewalks accessible for people with disabilities, effective
teaching pedagogy makes content accessible for ELLs. The findings in this section highlight the
participants' perspectives on how curb-cutting unfolds in their contexts.
In making content accessible, Holly alluded to the importance of visuals and cooperative
language practice, “I always make sure to have visuals and provide chances to practice the
language because English learners need that partner taking time to process the information. And
my English-only students also benefit from processing this way.” This idea that English-only
students also benefit from such an approach demonstrates the universal applicability of this
strategy in enhancing comprehension and retention for all students. Summer further emphasized
the curb-cutting effect of cooperative partnerships, “Cooperative learning is great because it gets
all the students talking and working together, and nobody is off the hook. English learners and
non-ELs benefit from this strategy.” Fostering such collaborative environments promotes active
participation and engagement while cultivating a sense of shared responsibility among students.
This approach not only aids ELLs but also contributes to a positive learning experience for all.
Several participants mentioned how Project GLAD cuts curbs by impacting the academic
outcomes of all students. Lily provided her perspective on how this model promotes
independence and resourcefulness, “Through GLAD, students have access to all the charts

60
around the room to use in their conversations and for their writing.” She elaborated further, “I
have noticed that all my students, not only my ELs, are working more collaboratively, using
resources around the room, and using each other to deepen their understanding.” Sienna
expanded on the holistic integration of language skills for all students, “With GLAD strategies, I
am able to integrate speaking, listening, reading, and writing skills throughout the day, not only
for English learners but for all students.” Rose also referenced the universal outcomes Project
GLAD has on instruction. She noted, “During classroom observations, I have seen Project
GLAD improve instruction and educational outcomes for all students, not just English learners.”
This sentiment underscores how targeted teaching strategies extend beyond supporting language
learners and provide a curb-cut effect for all students.
In the context of education, the parallels between effective teaching approaches for ELLs
and the curb-cut effect become increasingly apparent. Fostering an inclusive environment that is
rich with visual and interactive elements not only supports language acquisition but also serves
as a catalyst for collaborative learning and improved educational outcomes for all students. The
commitment to equity and inclusivity reflects that educational practices designed to address
specific challenges can yield benefits that extend beyond their intended scope.
Discussion Research Question 2
The three themes that emerged from Research Question 2 explained the instructional
approaches teachers believe lead to equitable learning opportunities for ELLs. These findings fit
within Bronfenbrenner’s (1979) ecological systems theory at the individual level, microsystem
level, mesosystem level, and exosystem level. All three themes, inclusive learning environments,
effective teaching pedagogy, and curb-cutting, are impacted at the individual and microsystem
levels. Additionally, inclusive learning environments and curb-cutting are also impacted at the

61
mesosystem and exosystem levels, with external factors such as student families, district-level
administration, and policies playing a key role in teacher experiences.
The findings from this study highlight an idea introduced by Slovik and Glenna (2022),
which indicates that an educator’s understanding of pedagogy and learning environment results
in an increase in positive learning experiences for all students. This concept leads to the belief
that recognizing a student’s cultural and linguistic background is not just about acknowledging
differences, but about leveraging assets. This approach challenges the notion of a standardized
education system and emphasizes the need for tailored, culturally sensitive teaching
methodologies. Additionally, creating a positive learning environment is viewed as supporting
inclusivity and the holistic well-being of students, extending beyond subject matter mastery.
Furthermore, teacher empathy emerged as a transformative force in creating an inclusive
atmosphere, contrary to the research of Rodriguez et al. (2020), who posited that there is an
absence of teacher empathy in the classroom. The participants of this study reflected on how
their implementation of the empathetic approaches of active engagement, approachability, and
the establishment of trust positively impacted student performance and well-being. This view
corresponds with the findings presented by Scales et al. (2020), claiming that student-teacher
relationships are foundational for student motivation and academic success. These empathetic
connections seem to have a transformative impact on students’ mindsets socially, emotionally,
and academically.
While differentiated instruction is recognized as a key strategy to address diverse learning
needs (Hanover Research, 2020), teachers revealed the complexities of its implementation. The
significant investment of time and collaboration needed to implement differentiated instruction
adds to the cognitive load teachers experience. The implementation of cooperative learning

62
provides an interactive and student-centered approach, fostering shared knowledge and
teamwork. As the research indicated, social interaction helps improve the conversational and
academic skills of ELLs (Lucas et al., 2008). These two strategies acknowledge the benefits of
differentiation and underscore the importance of teaching practices that cater to individual
student needs.
The curb-cut effect introduced by Blackwell (2017) emphasizes the importance of
creating inclusive environments that cater to the needs of ELLs. By adopting effective teaching
pedagogy aimed at supporting language acquisition, educators not only enhance the learning
experience for ELLs but also create an inclusive atmosphere that benefits all students.
Educational practices should be designed with a commitment to equity and inclusivity, yielding a
curb-cut effect for all students.
Summary
The findings presented in this study highlight systemic challenges within the educational
system and the instructional practices teachers use to overcome those challenges. The lack of
resources raises equity issues in education, as does the perceived gap in teacher preparation to
adequately meet the needs of ELLs. The challenges in accessing effective curricula and
providing opportunities to attend professional learning sessions reinforce the gap in instructional
resources offered to educators. Additionally, issues related to student identification,
reclassification, and testing point to potential systemically induced inequities. Furthermore, the
experience of cognitive overload among teachers raises concerns about teacher well-being.
When considering effective instructional practices that provide equitable learning
opportunities for ELLs, inclusive education plays an important role in fostering an environment
that recognizes and celebrates diversity. It is important to understand that education is not solely

63
about imparting knowledge. It is about fostering an environment where students feel safe,
supported, and encouraged to express their identities. Such an environment can contribute to the
maximization of each student’s potential. Hence, teachers play a pivotal role beyond instruction.
Building strong, supportive teacher-student relationships through empathy creates an atmosphere
where students feel heard, valued, and supported, enhancing the overall learning experience for
all.
To ensure equity in education for ELLs, a comprehensive approach that incorporates
adequate professional learning opportunities, inclusive teaching practices, and systemic support
structures that address teacher cognitive overload is needed. By attending to these components,
an educational system will be created that not only supports academic achievement but also
nurtures the unique strengths of teachers and students, ultimately contributing to a more
equitable and inclusive society.

64
Chapter Five: Recommendations
After conducting research and analyzing the results, four key recommendations have
been identified to improve the educational system. These recommendations align with the
findings presented in Chapter Four and address the two research questions guiding this study:
1. What barriers prevent teachers from using equitable learning opportunities for ELLs
in the elementary school setting?
2. What teaching practices do teachers identify that lead to equitable learning
opportunities for ELLs in the elementary school setting?
The resulting recommendations include ensuring early preparation for teachers, investing in
ongoing targeted professional learning, prioritizing curb-cutting instructional practices, and
creating systemic support structures that mitigate teacher cognitive overload. By integrating
these proposed measures, the educational system can be enhanced by providing holistic support
to teachers, enabling them to effectively cater to the diverse needs of the students they serve.
Table 4 presents the four recommendations and framework alignment that will be expanded upon
in this section.
Table 4
Recommendations
Recommendation Framework Alignment
Ensure Early Preparation for Teachers Individual, microsystem,
mesosystem, exosystem
Invest in Ongoing Targeted Professional Learning Individual, microsystem,
mesosystem
Prioritize Curb-Cutting Instructional Practices Individual, microsystem,
mesosystem, exosystem
Create Support Structures to Mitigate Cognitive Overload Individual, microsystem,
mesosystem

65
Recommendation 1: Ensure Early Preparation for Teachers
Early preparation for teachers is critical, particularly when it comes to effective
instructional practices for supporting vulnerable student groups such as ELLs. The findings in
this study highlight a critical gap in the preparation of educators, as many participants reported
not receiving sufficient training during their teacher credentialing programs. This deficiency in
early teacher preparation impacts the educator’s ability to adequately support ELLs (Rodriguez
et al., 2020), creating a pressing need for reform in teacher preparation programs, especially
considering California demographics.
One key aspect of addressing this issue is the collaboration between teacher induction
programs and institutions that offer trainings targeted to support ELLs, such as Guided Language
Acquisition Design (GLAD), Quality Teaching for English Learners (QTEL), Sobrato Early
Academic Language (SEAL), and Sheltered Instruction Observation Protocol (SIOP). By forging
strong partnerships, it becomes possible to integrate comprehensive ELL-specific training into
the early stages of teachers’ professional development. This collaboration is pivotal in ensuring
that educators are equipped with the necessary skills and knowledge to meet the unique needs of
ELLs right from the outset of their teaching careers.
Teacher induction programs play a crucial role in this collaborative effort. These
programs, designed to support and acclimate new teachers to the profession, can be enhanced by
incorporating specific training modules that focus on effective strategies for teaching ELLs
(Lowenhaupt et al., 2020). By doing so, educators will be better prepared to navigate the diverse
linguistic and cultural backgrounds present in their classrooms. Moreover, the integration of
ELL-specific training into teacher induction programs serves as a proactive measure to address
the reported lack of support when educators enter the profession. Early preparation can instill a

66
sense of confidence and increase teacher self-efficacy, making educators feel better equipped to
handle the linguistic and cultural diversity within their classrooms (Solvik & Glenna, 2022).
Being that early preparation for teachers is affected at multiple levels of the educational
system, this recommendation fits within multiple levels within Bronfenbrenner’s (1979)
ecological systems theory, impacting the individual, microsystem, mesosystem, and exosystem
levels. A comprehensive plan to address this recommendation systemically would begin with
conducting a needs assessment to identify specific gaps in teacher preparation and deciding
which model best meets the needs of the district. Real-world experiences, such as classroom
observations and interactions with ELL students, should be integrated into teacher induction.
Continuous evaluation and feedback mechanisms need to be in place to revise and improve the
teacher experience, with advocacy for policy changes prioritizing ELL training. Additionally, the
plan should emphasize building a community of practice, promoting cultural competence, and
ensuring a seamless transition from preparation to professional practice, ultimately fostering a
more inclusive and equitable educational environment for all students.
Recommendation 2: Invest in Ongoing Targeted Professional Learning
Recognizing the critical role of professional learning in shaping effective teaching
strategies, participants of this study who participated in professional learning targeting ELL
support have reported a positive impact on their teaching practices. This idea suggests that
providing targeted professional development opportunities that focus on successful models
identified by teachers can enhance their ability to meet the needs of ELLs in their classrooms.
Therefore, allocating resources to develop and fund targeted professional learning programs is
essential. Efforts should be made to expand the accessibility of successful models, which can be
achieved through systemic planning and scaling up impactful programs. These programs, such as

67
GLAD, QTEL, SEAL, and SIOP, should focus on effective ELL instructional strategies,
language acquisition techniques, and differentiated instruction methods to address the challenges
surfaced by the participants of this study.
This recommendation fits within Bronfenbrenner’s (1979) ecological systems theory at
the individual level, microsystem level, and mesosystem level. Investing in targeted professional
learning for educators contributes to the overall improvement of the educational system,
improving individual teacher self-efficacy, site level calibration, and district level uniformity.
Targeted professional learning provides teachers with the tools, strategies, and insights necessary
to create engaging and effective learning environments. This investment not only empowers
educators to address the unique challenges they face but also ensures that they are well-equipped
to meet the diverse needs of their students (Lowenhaupt et al., 2020). Hence, prioritizing targeted
professional learning becomes imperative for cultivating a positive and enriching learning
environment for all students.
Investing in targeted professional learning for teachers working with ELLs is crucial for
improving instructional practices and meeting the diverse needs of both teachers and students
(Lopez et al., 2016). Therefore, educational systems can create a learning culture that supports
effective ELL instruction by ensuring continuous professional development for veteran teachers.
This can be accomplished with a strategic and systematic approach. The district should start with
a needs assessment to identify gaps and preferences. Following this, a training schedule will be
developed with secured funding and allocated resources indicating when each school site will
patriciate in the training. Systemic planning will ensure integration into the educational system,
with a focus on scalability and accessibility. Continuous monitoring and evaluation processes
will measure effectiveness, and opportunities for feedback will inform necessary adjustments.

68
Through continuous improvement, communication, and advocacy, educational organizations can
contribute significantly to the success and inclusivity of ELL students by investing in the
professional development of their teachers.
Recommendation 3: Prioritize Curb-Cutting Instructional Practices
Curb-cutting practices focus on social-emotional learning, bringing empathy into the
classroom and addressing the emotional and interpersonal aspects of education. As indicated by
the participants of this study, the implementation of daily morning meetings and emphasis on
social-emotional well-being can contribute to a positive classroom culture, promoting emotional
expression, community building, and a conducive atmosphere for effective learning.
Additionally, cooperative learning opportunities can be incorporated to provide students with
practice in collaborative teamwork, conflict resolution, and effective communication skills.
These recommended curb-cutting approaches to instruction can help all students develop selfawareness, social skills, and emotional resilience.
In implementing curb-cutting techniques, connecting curriculum to students’ real-world
experiences and interests enhances engagement and makes learning more meaningful and
relevant, thereby fostering the joy and love of learning (Orange County Department of
Education, 2015). By aligning lessons with practical scenarios students are familiar with,
educators bridge the gap between school and life outside of school. This approach not only
fosters a deeper understanding of the subject matter but also cultivates critical thinking and
problem-solving skills (Solvik & Glenna, 2022). Providing access to an enriched and varied
instructional toolkit serves as a curb-cut, creating an inclusive learning environment where
students might feel a more genuine connection between their education and the world around
them.

69
This recommendation fits within four levels within Bronfenbrenner’s (1979) ecological
systems theory, including the individual level, microsystem level, mesosystem level, and
exosystem level. By prioritizing curb-cutting instructional practices and differentiated
instruction, the layers of the framework interconnect to improve the overall educational system.
The focus on differentiated instruction and an assets-based approach contributes to a more
equitable educational environment, ensuring all students have access to the support and resources
needed to succeed. By incorporating diverse teaching methods, educators can create an inclusive
learning environment where every student thrives.
Recommendation 4: Create Support Structures to Mitigate Teacher Cognitive Overload
Experiencing cognitive overload can negatively impact job satisfaction, retention rates,
and, ultimately, the quality of education being provided to students. All the participants in this
study alluded to experiencing a sense of cognitive overload. As a result, it is recommended that
district and site-level administrators collaborate to establish support structures to alleviate
teacher cognitive overload. Prioritizing educators' mental health and workload management is
essential to maintain a healthy educational environment for all (Cavioni et al., 2023).
Promoting teacher well-being is a multifaceted endeavor that goes beyond traditional
professional development. Establishing a nurturing environment for educators involves
implementing innovative strategies. Just as morning circles are implemented in the classroom,
integrating restorative circles into the professional sphere creates a unique forum for open and
constructive dialogue among teachers and administrators to voice concerns and address barriers.
Beyond addressing immediate concerns, these circles might help identify systemic issues,
allowing for the development of targeted solutions and the removal of barriers to effective

70
teaching. In doing so, the entire school community can work collaboratively towards continuous
improvement.
Encouraging collaborative planning among teachers is another strategy that could
mitigate cognitive overload. As evidenced in this study through the implementation of
cooperative learning, fostering a culture of teamwork can lead to collective expertise.
Collaborative planning not only distributes the workload but also creates a supportive
professional community where teachers can exchange ideas, share best practices, and
troubleshoot challenges together. To further alleviate the burden on individual teachers, it is
important to identify and streamline administrative tasks, paperwork, and non-teaching
responsibilities. Implementing efficient systems and technologies for routine tasks can help
teachers redirect their energy toward instructional activities rather than administrative duties.
To comprehensively address the multifaceted challenges teachers face, it is important to
implement programs and resources specifically tailored to support their mental health. Providing
accessible counseling services ensures educators have a confidential and supportive outlet to
navigate the various stressors inherent in the profession. Moreover, it is important to emphasize
self-care. Prioritizing self-care is similar to the pre-flight safety demonstration metaphor: just as
passengers are instructed to secure their own oxygen masks before assisting others, teachers must
prioritize their mental health to effectively support their students. Acknowledging this reality
reinforces the importance of self-care for a thriving teaching community.
Creating a culture that champions the well-being of teachers requires proactive
involvement from school leaders. Administrators should serve as advocates for mental health,
recognizing and acknowledging the challenges faced by their staff. Furthermore, school leaders

71
need to actively engage in addressing systemic issues contributing to cognitive overload, such as
workload management, curriculum demands, and administrative burdens placed on teachers.
Being that several levels of the educational system are impacted by this recommendation,
the levels within Bronfenbrenner’s (1979) ecological systems theory that correspond with this
change effort include the individual, microsystem, and mesosystem levels. Fostering a culture of
collaboration amongst site and district level administrators can further enhance the effectiveness
of alleviating teacher cognitive overload. By implementing these recommendations, educational
institutions can take a comprehensive approach to mitigating teacher cognitive overload, creating
an environment that supports teachers’ professional growth and well-being, ultimately benefiting
the entire educational system.
Limitations and Delimitations
Limitations and delimitations are inherent in any research study and result from various
factors beyond the researcher's control (Creswell & Creswell, 2018). Despite the efforts taken to
ensure participant credibility, there were several limitations and delimitations that may have
impacted the outcomes of this research study. This study was limited by the interview design and
the number of volunteer participants. Initially, the study aimed to have 12-15 participants, but
only eight participated. The low participation rate could be attributed to teacher cognitive
overload and competing demands on their workload.
Furthermore, the gender representation in the study was not balanced, as there was only
one male participant. There was a wide range of teacher experience with an understanding of
how to support ELLs. Additional limitations included differences in implementation
opportunities for teachers and substitute shortages to allow teachers to engage in professional
learning opportunities.

72
There was one delimitation affecting the generalizability of the study. The study
participants were from a single school district with similar demographics. Due to the pool of
participants and proximity in geographical location, the student population being analyzed was
similar for all participants.
Recommendations for Future Research
The well-being and effectiveness of teachers stand as cornerstones for the success of
students and the overall quality of learning environments. One pervasive gap in the research is
the phenomenon of teacher cognitive overload. Although there is considerable research on
student cognitive load, the same cannot be said for teacher cognitive load. An overarching
implication in addressing this gap is the need for systemic change in educational policies and
practices regarding teacher cognitive overload. To address this issue adequately, additional
research is required to develop effective systemic structures for collaboration among educators,
administrators, policymakers, and other stakeholders. Advocating for policy changes, resource
allocation, and ongoing support systems is essential for creating an inclusive and equitable
educational system that addresses the well-being of teachers. Ultimately, the implications of this
issue are tied to the success of all students. Conducting additional research on teacher cognitive
overload and improving systemic structures to mitigate this phenomenon contributes to creating
an environment where both teachers and students can collectively thrive.
Conclusion
Inequitable education is an issue of justice. It is crucial to recognize that inequitable
learning experiences for ELLs not only impact their immediate academic success but also have
long-term implications for their future opportunities and contributions to society. By addressing

73
the disparities in education, the cycle of inequity can be broken and replaced with a more
inclusive and just society.
It is essential to highlight the socioeconomic dimensions of inequitable education. Often,
ELLs come from communities facing economic challenges (Rodriguez et al., 2020), and
addressing educational inequality becomes a key factor in breaking down socioeconomic
barriers. Access to quality education is important in promoting social mobility, and providing
equal opportunities to ELLs can lead to a more diverse and inclusive society. By empowering
ELLs with the tools and resources they need to succeed, a new generation of leaders will emerge
who are equipped to tackle complex societal and world challenges.
In conclusion, addressing the issue of inequitable learning opportunities for ELLs is not
only a matter of justice but a strategic investment in the future. These efforts contribute to a more
inclusive society and break down socioeconomic barriers. By delving into the barriers faced by
educators and identifying effective instructional practices, a more equitable and effective
educational system can be cultivated, fostering an environment where every student has the
opportunity to thrive, regardless of their background or circumstances.

74
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Appendix A: Interview Protocol
Research Questions:
RQ1. What barriers prevent teachers from using equitable learning opportunities for
ELLs in the elementary school setting?
RQ2. What teaching practices do teacher identify that lead to equitable learning
opportunities for ELLs in the elementary school setting?
Respondent Type: Elementary school teachers who teach and support English Language
Learners.
Introduction to the Interview:
Hello and thank you for agreeing to participate in my research study. My name is Rima
Haroun and I am a doctoral student at USC. My research study focuses on equitable learning
opportunities for English Language Learners, and I appreciate your time to help me get your
perspective on this topic.
This interview is confidential, and your answers will remain anonymous. Only I will have
access to your responses and no identifying information will be shared with anyone. I will be
using the responses of several other teachers to give me a better idea of how to serve the ELL
student group and formulate recommendations for the field.
I am hoping to record this interview so I can accurately capture your responses to help me
generate a detailed analysis. Do I have your permission to audio record this interview? This
interview will take approximately 45 minutes. Do you consent to participate in this study? Do
you have any questions for me before we get started?
Interview Questions Potential Probes RQ Addressed Key Concept
Addressed
I’d like to start by asking you some contextual questions about you and your classroom
demographics.

83
1. Please tell me
about your
background in
education.
a) How long have
you been teaching?
b) What grade level
do you teach or what
is your specific role
in your organization?
N/A Individual and
microsystem
2. Describe your
training experiences
to become a teacher.
What training have
you received to
prepare you to work
with ELLs?
What personal
experiences might
have prepared you to
work with ELLs?
N/A Individual and
Microsystem
3. How many English
learners are in your
classroom?
N/A Microsystem
4. How many
reclassified students
are in your
classroom?
N/A Microsystem
5. What are your
students’ home
languages, other than
English?
N/A Microsystem
Next, I’ll be asking you about access to instructional resources needed to perform your job.
6. Describe the
system your district
has in place to
identify ELLs,
support them, assess
them, and exit them
out of the program.
a)How do you know
which students are
ELLs?
b)How are ELLs
identified?
c)What assessments
are used to identify
an ELL’s proficiency
level?
d)How do ELLs exit
or reclassify out of
ELL status?
1 Microsystem and
Mesosystem
7. What resources do
you have available to
you that you use to
support the success of
ELLs?
a) How do you use
these?
b) How does that
support your
students?
(Resources could be
people, curriculum,
1 Microsystem

84
technology, district
support)
8. Describe some
barriers that need to
be addressed to help
improve the
educational
experience of English
Language Learners.
What resources will
you need to
overcome these
barriers?
1 and 2 Individual,
Microsystem,
Mesosystem, and
Exosystem
For this last segment, I would like to know more about your instructional design and
professional learning experiences.
9. Describe a typical
day in your
classroom.
a)What are your
classroom
management
techniques?
b)How do you
address inclusion and
belongingness in your
classroom?
c)How do you
promote an
environment where
students are
encouraged and
reinforced for
participating?
1 and 2 Individual and
Microsystem
10. Think of one
student in your class
who is an ELL.
Describe what you
think the ideal
learning experience
would look like for
that student.
a)Do you think all
your ELLs would
benefit from that type
of learning
experience?
b)What are some
additional learning
experiences your
other ELLs would
benefit from?
2 Individual,
Microsystem, and
Mesosystem,
Exosystem
11. What professional
training(s) have you
received to help you
better meet the needs
of your English
Language Learners?
a) What instructional
practices did you take
away from that
training that you
found beneficial to
your ELLs?
b) How has the
training impacted the
way you interact with
your students?
2 Microsystem and
Mesosystem

85
c) (If no answer)
What trainings have
you heard of that you
might be interested in
attending to help you
better meet the needs
of your English
Language Learners?
12. Describe how the
implementation of the
new learning has
changed your
understanding of
teaching pedagogy.
Describe any changes
you may have noticed
in your teaching
style.
2 Individual,
Microsystem, and
Mesosystem
13. How would you
describe your ELL’s
learning experience
after the
implementation of the
new instructional
practices?
How does this differ
from what their
experience was like
before the
implementation of the
new instructional
practices?
2 Microsystem
Conclusion to the Interview:
Thank you for your time and thoughtful responses to my questions. I look forward to sharing the
findings with you once I have analyzed all the data. I may need to contact you if I find I have
gaps in the data and need further information. Are there any questions you have for me before we
end today?
Thank you again for your time and dedication to your students.

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Asset Metadata

Creator Haroun, Rima Simaan (author)

Core Title Equitable learning opportunities for English Language Learners

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2024-05

Publication Date 01/17/2024

Defense Date 01/12/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag educational barriers,emerging bilingual,English language learner,English proficiency,equitable learning environments,multilingual learner,OAI-PMH Harvest,reclassification,teacher cognitive overload,teaching practices

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Datta, Monique (committee chair), Maddox, Anthony (committee member), Ott, Maria (committee member)

Creator Email r_simaan@hotmail.com,rharoun@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113804850

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