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Staff perceptions of critical challenges faced by Long-Term English Learners (LTEL) during the transition to junior high school

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Staff perceptions of critical challenges faced by Long-Term English Learners (LTEL) during the transition to junior high school

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Staff Perceptions of Critical Challenges Faced by Long-Term English Learners (LTEL)
During the Transition to Junior High School

Cheyenne Azareth Ramirez

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

August 2023

© Copyright by Cheyenne Azareth Ramirez 2023
All Rights Reserved

The Committee for Cheyenne Azareth Ramirez certifies the approval of this Dissertation

Eugenia Mora-Flores
Kimberly Hirabayashi, Committee Co-Chair
Courtney Malloy, Committee Co-Chair

Rossier School of Education
University of Southern California
2023
iv
Abstract
This study sought to understand staff perceptions regarding critical challenges faced by Long-
Term English Learners (LTELs) during the transition to junior high school. Semi-structured
qualitative interviews were conducted with junior high school teachers. Based on an analysis of
transcribed interviews, findings indicate that participants often generally spoke about all students
when discussing the critical challenges and supports in place for LTEL students. Despite their
generalizations, when specifying to LTELs, participants could describe a lack of confidence in
LTELs and other characteristics that align with previous research. It was also clear that
administrators and teachers needed more consistency regarding the knowledge of available
support for LTEL students. Recommendations included increasing professional development to
improve staff knowledge of the distinct characteristics of LTEL students and specific strategies
to meet their needs. Providing teachers with more time to study their class rosters and understand
the language needs of each student was also included. Lastly, at both the district and site level,
ensuring that the policies and practices surrounding LTELs are clear, aligned to research, and
appropriately communicated to all staff members.
v
Acknowledgments
Thank you, Dr. Hirabayashi, Dr. Malloy, and Dr. Mora-Flores. I couldn’t have asked for
a more supportive dissertation committee. Thank you for understanding what was in my heart
and inspiring me to pursue research on LTEL students. A mi familia, gracias por todo su apoyo.
Especialmente a mis abuelos, Francisco y Silvia. Sin sus sacrificios, no tendríamos estas
opportunidades.

Finally, to my husband, Andre. There are no words that could express how thankful I am for you
and your support.

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Table of Contents
Abstract .......................................................................................................................................... iv
Acknowledgments........................................................................................................................... v
List of Tables ............................................................................................................................... viii
Literature Review................................................................................................................ 4
Theoretical Foundations...................................................................................................... 8
Positionality ...................................................................................................................... 10
Methods............................................................................................................................. 11
Research Questions ........................................................................................................... 11
Participants ........................................................................................................................ 12
Instrumentation ................................................................................................................. 12
Data Collection ................................................................................................................. 12
Data Analysis .................................................................................................................... 13
Findings............................................................................................................................. 13
Research Question 1: What are the perceptions of teachers and administrators
regarding the critical challenges for LTEL students during the junior high school
transition? .......................................................................................................................... 13
Research Question 2: What current strategies are being implemented to address
the critical challenges experienced by LTEL students during the transition to
junior high school? ............................................................................................................ 19
Research Question 3: What are the perceptions of teachers and administrators
regarding the most effective supports for LTEL students during the transition to
junior high school? ............................................................................................................ 23
Discussion and Implications ............................................................................................. 27
Limitations ........................................................................................................................ 31
Future Research Recommendations .................................................................................. 32
Conclusion ........................................................................................................................ 32
References ..................................................................................................................................... 33
vii
Appendix A: Interview Protocol ................................................................................................... 39

viii
List of Tables
Table 1: Interview Participants 12

1

Staff Perceptions of Critical Challenges Faced by Long-Term English Learners (LTEL)
During the Transition to Junior High School
During early adolescence, children experience social, psychological, and academic
changes. Amongst developmental changes, students must transition from elementary to junior
high school. This new environment places stress on students and has been documented to cause a
decrease in students' academic performance due to a decline in motivation and achievement
during early adolescence (Eccles et al., 1993; Eccles & Midgley, 1989). While this challenging
transition affects all students, Long-Term English Learners (LTELs) are potentially left more
vulnerable because they are at a linguistic disadvantage compared to their peers, and they often
become discouraged learners who have lost confidence that they can succeed in school (Olsen,
2014).
Ensuring Long-Term English Learners remain academically motivated is vital to their
success because academic motivation is the highest predictor of language learning proficiency
(Alrabai & Moskovsky, 2016). The environment is equally important to the success of English
learners (Dörnyei, 2010). Considering that the transition to junior high places the student in an
entirely new environment, it is essential to consider how to support LTELs' academic motivation
during their transition to junior high school.
The study took place within the Gabrieleño School District (pseudonym). This school
district is in a suburban city outside Los Angeles, CA. According to the California Department of
Education (CDE, 2021), the Gabrieleño School district serves just over 2400 students. Of that
population, over 90% of students identify as Hispanic or Latino, over 80% are
socioeconomically disadvantaged, and over 30% are English learners. The district has taken
many steps to improve English learner outcomes. Among these steps was creating an EL master
2

plan outlining the district's support for English learners and their families. At the junior high
school specifically, the district has invested in professional learning surrounding instructional
practices for Long-Term English learners. While these supports designate support for
instructional practices, they do not directly address the transition to junior high. Despite the
actions taken by the school district, it is unknown what individual staff members such as
teachers, counselors, or administrators are doing to support Long-Term English Learners'
academic motivation during the transition to junior high school.
While substantial research supports the differences between LTELs, English Learners,
and native English speakers, there is limited research on LTELs and the transition to junior high
school. This lack of research needs to provide more insight into what supports are necessary to
ensure that LTEL students remain academically motivated during the transition to junior high
school. Considering how important the environment is for marginalized communities (Castro-
Olivo et al., 2011) and English language learning (Cocca & Cocca, 2019), specific research is
needed to understand better how to support LTELs in their transition to junior high school and
therefore maintain their academic motivation.
Therefore, this study aimed to understand certificated staffs' perceptions and practices
regarding the critical challenges faced by LTELs during the transition to junior high school. This
study utilized semi-structured qualitative interviews to learn more about current practices to
support LTELs during the transition to junior high and recommendations for future practice.
The following sections of the article include a review of the literature on Long-Term English
Learners, adolescent motivation, and transition to middle school, and identified effective
supports for the transition to junior high school. Afterward, Social Cognitive Theory (Bandura,
1986) is used as the theoretical framework to guide my research. Then the author's positionality
3

and its impact on the study is reviewed. Lastly, there is an overview of the methods before
discussing the findings study's implications.
4

Literature Review
The literature review will provide an overview of existing research on Long-Term
English Learners, the transition to middle school, adolescent motivation, and the transition to
middle school. The literature review then provides insight into what research has deemed as the
most effective supports for adolescents during their transition to middle school.
Long-Term English Learners
In California, LTELs comprise approximately 46% of the EL population (Californians
Together, 2021). Most LTELs speak Spanish as their second language, are socioeconomically
disadvantaged, and are dually identified (Californians Together, 2021). Most LTEL students are
proficient in basic interpersonal communication skills (BICS) but have limited academic literacy
in English and their native language (Menken et al., 2012; Kim & García, 2014).
Despite their strong BICs in multiple languages, LTEL students are typically framed with a
deficit lens (Flores et al., 2015). Regarding their academic language abilities, LTELs are
described as “non-participants, silent, passive, skilled at remaining under the radar, and not being
called upon” (Olsen, 2014, p. 6). Additionally, LTELs demonstrate distinct characteristics that
differ from their native English-speaking peers. Some of these characteristics include weak
academic language skills, habits of non-engagement, and limited academic preparation (Olsen,
2014), all characteristics of students with an increased risk of dropping out of school. In a study
conducted in 2014 by Menken et al., researchers began to identify the unique assets offered by
LTELs, such as bicultural savviness, metalinguistic awareness, and first-language literacy.
While still categorized as English learners, LTELs need individualized programming to
meet their distinct language needs. Olsen (2010) proposes that a comprehensive secondary
school program might look like specialized ELD courses, clustered placement in heterogeneous
5

and rigorous content classes with language supports, explicit language and literacy instruction,
and systems for monitoring. Often school districts do not provide adequate support for LTELs.
These programming deficiencies often include inappropriate scheduling, unprepared educators,
over-assignment and inadequate service in intervention classes, and limited access to electives
(Olsen, 2014). Ensuring LTELs receive comprehensive secondary programming is essential to
their academic success.
Adolescent Motivation and the Transition to Middle School
Beginning in the 1980s, researchers focused more on adolescents and the “problematic”
changes associated with early adolescent development (Eccles et al., 1993). Among the changes
studied was academic motivation (Harter, 1981; Eccles & Midgley, 1989). Eccles and Midgley
(1989) suggested that decreases in academic motivation were associated with the “misfit” of
adolescence and the new junior high educational environment. More research focused on the
contextual factors affecting students’ abilities to meet the demands associated with the transition
(Harter et al., 1992; Sansone & Morgan, 1992; Schumaker, 1998). Among these contextual
factors are increased school size (Roderick, 1993), increased heterogeneity of student population
(Roderick, 1993), increased departmentalization and tracking (Bryk & Thum, 1989), a greater
emphasis on behavior (Scott et al., 1995), a greater emphasis on relative ability and competition
(Schumaker, 1998), and less personal relations with teachers (Wells, 1986). Furthermore, while
abundant literature documents how academic motivation is affected by changes in adolescence
and the transition to middle school and junior high, the limitation is the quantification of research
on students of color, specifically Latinx students.
The few studies that have examined non-white youth and the transition to middle school
have found that Latinx and African American students have a more difficult transition than their
6

white peers (Akos & Galassi, 2004). It is also true that Latinx students perceive school
transitions overall as more difficult than their white peers (Akos & Galassi, 2004). In a later
study, a decline in school belonging was present for both Latino and white students; for Latino
students, however, the decline in school belonging predicted higher levels of rule-breaking and
academic disengagement (Espinoza & Juvonen, 2011). While these studies support claims made
in original research that the transition to middle school is difficult for adolescents, there needs to
be more research regarding Latinx students who are also English language learners. The lack of
research is significant because Latino families comprise one of the four largest ethnic groups in
the United States, and one in three Latino students identify as English Learners, making them a
significant population in United States public schools (CSBA, 2018).
Students' Perception of the Transition to Middle School and Junior High
A study conducted in 1995 discovered that overall, students perceived the transition to
junior high school as more desirable than stressful (Berndt & Mekos, 1995). Day et al. (2013)
confirmed this finding, furthered Berndt and Mekos's findings, and suggested that although
students' perceptions of the transition were generally positive, not all students viewed the
transition favorably, especially minority male students. Additionally, Kingery and Erdley (2007)
built on previous research and found that a student's experience with peers (peer acceptance,
number of friends, friendship quality) can predict loneliness and school involvement. However,
Goldstein et al. (2015) found no correlation between friendship stability and academic outcome.
Their results indicated that students with higher stress levels through the transition experience
had an increased risk of experiencing lower academic performance and motivation. Akos (2002)
's study on student perception of the transition to middle school suggests that students are most
concerned with the rules and procedures (i.e., tardies, class schedules, keeping their hands to
7

themselves) when entering middle school. Regardless of students' concerns, Akos (2002) also
found more positive aspects related to the transition to middle school from the student's
perspective.
Effective Student Supports for the Transition to Middle School
Even though the transition to middle school is difficult for students, proven strategies are
available to support this transition. Research suggests that schools must address the new
expectations students must meet and consider the changes adolescents face when transitioning
(Cauley & Jovanovich, 2006; Schumacher, 1998). To address these critical topics for students,
activities, such as touring the new school, creating a shadow program, hosting meet and greet
opportunities for students and parents, establishing peer-helpers, and assigning students to
families/teams/homerooms where they have a sense of belonging, are all important (Anderson et
al., 2000; Fields, 2002; Watson, 2004; Wormeli, 2011). By implementing transition activities
like these, middle schools help build a sense of community for the upcoming middle schoolers,
which helps to maintain low-stress levels (Akos, 2002). While programs to support students
before the initial transition has demonstrated benefits, including an increase in attendance,
improved academic, reduced retention, and higher academic success, research has found that it is
also essential to continue to support students once they have entered middle school (Akos, 2002;
Anderson et al., 2002; Schumacher, 1998).
There are research-based practices that, when in place, ensure = the needs of all
stakeholders are being met. These practices include conducting surveys to learn what is expected
of students by teachers and staff (Wormeli, 2011), surveying students and parents to understand
their concerns better (Schumacher, 1998; Wormeli, 2011), continuing to ask students, parents,
and faculty about the transition process even after students have entered middle school (Akos,
8

2002; Schumacher, 1998), and utilize the feedback to create changes to improve the transition
process for upcoming and future students (Cauley & Jovanovich, 2006). Research demonstrates
that for a transition program to be successful, schools must meet the needs of all students, build
community, foster communication, and adapt as the program needs to change (Schumacher,
1998; Wormeli, 2011; Cauley & Jovanovich, 2006). A significant limitation of the research
regarding the middle school transition and successful support for students is that they often do
not address the unique developmental needs of ethnic minority youth across the middle school
transition (Morales-Chicas & Graham, 2016). Continued research is needed to understand
specific interventions better to support Latinx students through the transition to middle school;
however, several studies identify the overall effects of the transition to middle school on Latinx
populations.
For Latinx students transitioning to middle school, several studies have found that an
environment with ethnically similar peers gives students a greater sense of belonging and school
connectedness (Espinoza & Juvonen, 2001; Sebanc et al., 2016). The research is essential
because greater school belonging protects students from disengagement (Finn, 1989). There is
also a strong link between a sense of belonging in school and motivation for Latinx students
compared to African American and white students (Goodenow & Grady, 1993). Additionally,
Latinx students have demonstrated a heightened sensitivity to school climate (Han, 2008;
Espinoza & Juvonen, 2011)
Theoretical Foundations
First introduced by Bandura (1986), social cognitive theory is a perspective that
emphasizes the role played by the social environment on motivation, learning, and self-
regulation. Within social cognitive theory, triadic reciprocity helps us understand how the person
9

(self), behavior, and environment interact with one another to explain learning. Additionally,
social cognitive theory illustrates how the person (self), behavior, and environment interact with
one another to influence academic motivation (Schunk & DiBenedetto, 2020). One central
principle in Bandura’s theory is that individuals strive for agency and believe they have influence
and control (Schunk & DiBenedetto, 2020). A greater sense of agency among individuals
increases academic motivation and academic success.
Social cognitive theory is used to examine the problem of practice in this study. First,
social cognitive theory describes how the environment influences a person’s actions, behavior,
and sense of self (Bandura, 1986). A change in environment accompanies the transition to
middle school. For most students, this means a new physical environment or what Duchensne et
al. (2012) calls a new school landscape. This new school landscape contains a new physical
environment, new school culture, a new set of social norms, and new teachers and peers.
Considering the amount of change that occurs in the environment, understandably, a student’s
behavior and sense of self are affected.
Social cognitive theory is an appropriate lens for this study because it aims to understand
how teachers, counselors, and administrators understand what critical challenges English learners
face during the transition to middle school. Therefore, participants were able to explain their
understanding of how the environment affects students and their behavior. Additionally,
participants were able to explain what practices they understand to be the most effective for
supporting students in the new environment and provide recommendations for supporting
students in the future.

10

Positionality
Within the organization I studied, I held a quasi-leadership role. I worked as an instructional
specialist at the district office during the study. Because my role required me to work closely
with district leaders while conducting my interviews, I needed to be mindful of how I gained the
trust and ensured the privacy of my participants so they could feel safe sharing their experiences
with me. The interviewed participants included other teachers, peers, and site administrators who
did not supervise me directly. While conducting my research, it was also crucial for me to
separate myself from the teachers I interviewed because a few of them were previous colleagues
of mine when I worked as a teacher. To address these potential biases of mine, I made sure to
communicate the purpose of the study and the interviews. Additionally, I ensured that the only
conversations during the interviews were related to the study and followed my interview
protocol. To ensure I remain impartial throughout the analysis of the findings, I removed all
participant names from the text transcript allowing for complete anonymity.

11

Methods
This study aimed to understand teacher and administrator perceptions regarding the
critical challenges faced by LTEL students during the transition to junior high school, to learn
what current practices are in place to support LTEL students, and which practices are perceived
to be the most effective.
Research Questions
Three research questions guided this study:
Research Question 1: What are the perceptions of teachers and administrators regarding
the critical challenges for LTEL students during the junior high school transition?
Research Question 2: What current strategies are being implemented to address the
critical challenges experienced by LTEL students during the transition to junior high
school?
Research Question 3: What are the perceptions of teachers and administrators regarding
the most effective supports for LTEL students during the transition to junior high school?
Context of Study
The study took place within the Gabrieleño School District (pseudonym). This school
district lies in a suburban city approximately 17 miles outside Los Angeles, CA. According to
the California Department of Education (CDE, 2021), the Gabrieleño School district serves just
over 2400 students. Of that population, 95% of students identify as Hispanic or Latino, 84.9%
are socioeconomically disadvantaged, and 41.9% are English Learners. While there have been no
actions to address the transition to middle school for students entering junior high school, the
district has taken steps to improve English learner outcomes. Among these steps was creating an
EL master plan outlining the district's support for English learners and their families.
12

Participants
In this study, participants were selected through purposeful sampling. Participants were
invited to participate via electronic communication. The emails were collected via a publicly
available email list. The participants initially contacted were junior high school teachers, school
counselors, and administrators who work with 7th-grade Long-Term English learner students.
Because the goal was to understand the perceptions of teachers and administrators regarding the
critical challenges faced by LTELs during the transition to junior high school, purposeful
sampling was appropriate because the participants are experienced in the area of study (Merriam
& Tisdell, 2016).
In total, nine teachers and three administrators participated in the study—seven
participants identified as female and five as male. Five participants identified as White, 6
identified as Hispanic or Latina(o), 1 participant identified as Black and Native America, and one
identified as Asian. All participants had at least one year of teaching experience, with one
participant having 30 years of experience.
Instrumentation
A semi-structured interview protocol was used to collect data for this study (Appendix
A). The semi-structured interview protocol included an interview guide. The format of semi-
structured interviews was ideal for this study because it provided a list of questions to be asked
and allowed me to explore participants’ ideas further with follow-up questions. The interview
protocol included twelve purposefully constructed questions to answer the research questions.
Data Collection
Data collection for this study included semi-structured interviews lasting between 30-45 minutes.
Data collection began in December 2022 and ended in March 2023. Participants received a
13

participant information sheet that included any relevant information, including the purpose of the
study, their right to privacy, and consent to be recorded. The interviews were conducted via
Zoom, and with the participant’s permission, interviews were recorded and transcribed using
Zoom’s transcription function. During the interviews, I was also taking notes digitally.
Participants were notified that they could end the interview at any time, they may request a copy
of the recording, and they could decline to answer any questions.
Data Analysis
Once the interviews had been conducted, I uploaded the Zoom transcript and audio into
ATLAS.ti and ensured that the transcription matched the audio recording by editing the
transcript directly in ATLAS.ti. Using concept-driven coding (Gibbs, 2007), I began coding
answers to questions in the interview protocol. While coding, my interview notes helped ensure
that I accurately reflected what the participants communicated. Additionally, my notes supported
any patterns found in the findings.
Findings
The findings are from a qualitative theme analysis of the semi-structured interviews. Table 1 is a
narrative table describing the 12 participants and their roles at the research site. All 12 participant
names have been removed and assigned a random number to protect their identity.
Table 1
Interview Participants
Participants Specialization Role
Participant 1 English Teacher
Participant 2 English Teacher
Participant 3 Science Teacher
14

Participant 4 Physical Education Teacher
Participant 5 English Teacher
Participant 6 English Teacher
Participant 7 Special Education Teacher
Participant 8 History Teacher
Participant 9 English Teacher
Participant 10

Administrator
Participant 11

Administrator
Participant 12

Administrator

Research Question 1: What are the perceptions of teachers and administrators regarding
the critical challenges for LTELs during the transition to junior high school?
Participants identified critical challenges as obstacles that LTELs students face when
transitioning from elementary school to junior high school. As participants discussed these
critical challenges, it was apparent that they were generalizing to all students.
Academic Expectations
Multiple Classes and Teachers. Participants stated that balancing multiple classes and
teachers was a critical challenge for students. Eight participants recognized this as a critical
challenge. Participant 11 said:
They usually go from one to two teachers to five to seven. So they are expected to adapt
to the style and the instructional approach of each adult in addition to, you know,
adhering to their own learning needs…. we talk about how children have to do this kind
15

of code-switching between classes and teachers and styles; I think that is harder for the
LTELs.
Multiple classes and teachers were recognized as critical challenges because it is expected that
students “navigate multiple [teacher] personalities” (Participant 1), according to five participants.
Additionally, two of the eight participants who identified multiple classes and teachers as a
challenge for students stated that multiple classes and teachers were a critical challenge for
students because they lack the organizational strategies to effectively “plan their day and
organize their schedule” (Participant 4) and also stated that junior high school requires a
“different level of organization.” (Participant 6).
Of the eight participants who identified multiple classes and teachers as a critical
challenge, only one participant spoke directly about LTEL students. All other participants did not
mention LTEL students, and Participant 9 even stated that this was a critical challenge for non-
LTEL students. For example, “Not just LTELs, but the fact that they go from having one teacher
to having seven is a big change for them” (Participant 9).
Increased Academic Rigor. Eight of twelve participants also identified increased
academic rigor as a critical challenge for LTEL students. Participant 6 states, "...because
[LTELs] are not accustomed to a certain level of rigor, they can become overwhelmed or even
anxious within the classroom environment." In addition to participants identifying that academic
rigor increases, six of twelve participants acknowledged that the increase occurs specifically with
language demands in junior high school. For example, when referring to academic vocabulary,
Participant 10 said, "But understanding and comprehending it, being able to put it within the
context of whatever subject area they are in, is difficult for them; it makes the comprehension of
what they are learning that much more difficult." Additionally, Participant 7 identified that not
16

only does this occur with academic language, but LTEL students also need help with receiving
and responding to directives. For example, Participant 7 states:
The academic language increases, and I see that is kind of one of the areas that Long-
Term English Learners have some struggles with, but they also struggle with, just like
understanding the directions or the tasks that they are assigned. To tell what questions are
being asked of them, and then like how to respond to that in a way that's at grade level.
Lastly, five of twelve participants noted that the increased language demand affects LTEL
students' cognitive load. For example, Participant 5 states, "I can see how continuing to put a lot
of bandwidth into developing their academic language needs would be really difficult because
there is so much else going on at that point.".
Students’ Feelings of Self
Lack of Confidence. Eight of twelve participants found that lacking self-confidence is a
critical challenge for LTEL students during the transition to junior high school. Participants
stated that LTEL students lack confidence most when demonstrating English language skills like
reading, writing, speaking, and listening. For example, Participant 2 states that LTEL students
are "uncomfortable speaking and writing" in front of their peers. Participant 7 states students are
often "embarrassed… to participate in bigger settings." Additionally, participants stated that
student academic performance is affected by their lack of confidence. Participant 6 identified a
student who could not reclassify because they did not complete a benchmark writing assignment.
When speaking about what kept this student from completing his assignment, Participant 6 stated
that they believed "some of the procrastination and unwillingness to complete [the assignment]
had more to do with [the student's] own beliefs about his ability to pass," therefore implying that
the student's lack of confidence impacted their academic performance.
17

Participant 10 describes a similar interaction with LTEL students and explains why LTEL
students lack confidence. For example, "So our LTELs, a lot of them lack motivation and or
confidence because they have been in the ELD program for so long. And they kind of, they are
kind of told over and over and over, like, you cannot pass this test. And so for a lot of them, it
hits their confidence" (Participant 10). Participant 10 states that LTELs often lack motivation and
confidence because of how long they have been enrolled in ELD and because they have been
told they cannot pass the English Language Proficiency Assessments for California (ELPAC)
exam. Although participants explicitly refer to LTELs when discussing students lacking
confidence, it is unclear whether they are speaking about 7th-grade LTEL students experiencing
the transition from elementary school to junior high school or generalizing to both 7th and 8th-
grade LTEL students.
Students Beliefs and Behaviors. Seven of the twelve participants identified various
student behaviors as a critical challenge. Participant One said that when LTEL students first start
junior high school, they are “kind of… not taking things seriously.” Participant Two offered that
because of the higher expectations; students often would “rather just not do it.” Participant 10
attributed those behaviors to a sense of defeat felt by students. For example, “they are kind of
told over and over and over, like, you cannot pass this test., And so for a lot of them, it hits their
confidence” (Participant 10).
Participant 9 adds that students frequently struggle with beginning their assignments. For
example, they stated that when working with 7th graders, often “they are so afraid to make
mistakes they just won’t… They are so afraid of that, and more so than I’ve ever seen, and
LTELs are 100% that way because I think they are so used to being wrong that they’re just tired
of being wrong” (Participant 9). While Participant 9 generalizes the fear of making mistakes to
18

all their seventh-grade students, Participant 9 specifies that their LTEL students are affected by
the fear of making mistakes and therefore engage in the behavior described above. Of the seven
participants who reported student beliefs and behaviors as a critical challenge, three taught
English, and one served as the EL coordinator.
Navigating Social Expectations. Five of the twelve participants identified navigating
social expectations as a critical challenge for LTEL students. In addition to academic transitions,
students are also experiencing social-emotional transitions (Participant 12). While transitioning,
students are navigating “[everything] else going on at that point socially,” as stated by
Participant 5. Participant 5 also stated, “I think that students are afraid to ask their peers for help
for being embarrassed. And I could see that being a specifically junior high problem… because
they are really focused on how it perceives them.” Even though five participants described
navigating social expectations as a critical challenge, it was unclear whether participants were
generalizing to all seventh graders transitioning to middle school or speaking directly about
LTELs. Participants did not provide specific examples of how navigating social expectations
affects LTELs differently than the general population of students.
Adolescence. Adolescence was identified as a critical challenge by 4 of the 12
participants. Participants provided a variety of descriptions of how adolescence affects LTEL
students. However, they were generalizing to all students entering junior high school, as this
challenge affects every student regardless of language acquisition status. For example, one
participant described students' life stage as “awkward going from a little kid to being a young
adult” (Participant 1). Participant 4 stated, “They are adolescents going through the changes of
life and being a teenager and all the things they must be experiencing.” All four participants who
identified adolescence as a critical challenge were not specific about how the developmental
19

stage affects students. However, their statements acknowledge adolescence as problematic for
LTEL students during their transition to junior high school.
Research Question 2: What current strategies are being implemented to address the critical
challenges experienced by LTEL students during the junior high school transition?
Participants identified various strategies currently being implemented to address the
challenges experienced by LTEL students transitioning from elementary school to junior high
school. The strategies identified by participants were divided into three different categories:
strategies implemented by teachers, strategies implemented by administrators, and strategies
implemented schoolwide. While participants were able to identify a variety of strategies, no
single participant could identify all strategies currently being implemented. The finding
demonstrates that participants are not fully aware of all of the strategies currently being
implemented on their campus that address challenges experienced by LTEL students.
Strategies Implemented by Teachers
Integrated ELD Strategies. Participants identified various teaching strategies that
support the acquisition of academic language for English Learners as the primary support in
place to address academic challenges experienced by LTELs during the transition to junior high
school. The first integrated ELD strategy discussed by participants was direct vocabulary
instruction. Five of nine teachers discussed how direct vocabulary instruction was incorporated
into their daily instruction. For example, two participants discussed that when learning new
vocabulary, students are encouraged to make connections to their first language to build their
academic vocabulary.
In addition to direct language instruction, language supports were also identified by five
of nine teachers as support that teachers commonly use to address the academic challenges faced
20

by LTEL students. Among the various language supports identified, academic language scripts,
sentence starters, and sentence frames were the most commonly mentioned supports. Four of five
teachers spoke directly about these strategies. Additionally, increased use of visuals was
mentioned by three of five teachers, and closed captions were mentioned by two of the five
teachers. Other strategies that were mentioned but were less prevalent include student
collaboration( Participants 1 and 3), intentionally practicing skills in the four language domains
(reading, speaking, listening, and writing) (Participant 1), and reciprocal teaching (Participant 2).
Focus on Reclassification. Because of the importance of reclassifying LTELs before
leaving junior high school, teachers identified strategies that not only support their transition to
junior high school but also emphasize students reclassifying. Four of nine teachers described
strategies focused on teaching students about their language acquisition status. Participant Three
stated that students often do not know they are labeled as English learners. Three of four
participants stated that notifying students of their status helps students "take ownership"
(Participant 7) of their learning and "change[s] their perspective on some of the tests that they
have to take" (Participant 3). Therefore, this strategy aims to motivate students and educate them
about the impact their language status has on their education.
Creating a Positive Classroom Environment. Eight of 9 teachers identified strategies
that support a positive classroom environment. However, only one strategy was mentioned by
three teachers. Having clear expectations was the strategy that three of nine teachers stated
supported LTELs during their transition to junior high school. As stated by Participant 6, clear
expectations help students "transition better into learning how to respect one another, how to
respect their environment, how to respect the classroom." While Participant 6 is discussing how
clear expectations support classroom management, Participants One and Two both shared how
21

clear expectations have "improved [academic] performance" and ensure that students "do much
better because they already know what to expect." In addition to clear expectations, positive
praise and building positive relationships were also included as strategies teachers implement to
support LTELs during their transition to junior high school.
Strategies Implemented by Administrators
Asset-Based Approaches. Of the participants who were grouped as administrators, the
strategy implemented by all three was asset-based approaches to working with staff and students.
For example, when working with teachers individually, both Participant 10 and Participant 11
reframe conversations with teachers to help them find the strengths that LTEL students have
rather than focus on characteristics that might be viewed as deficits. For example, Participant 10
stated that when working with individual teachers, they always have teachers reflect on students'
growth to identify what strategies are working for that specific student. In their explanation of
this strategy, Participant 10 stated that their conversations with teachers look like this: "Well,
they are very good at explaining the X, Y, and Z of the text. Okay, so let us talk about how these
sentence frames [or] these strategies, [or] relating to the text in this way… promote growth in
language." Additionally, when explaining how important 1:1 conferencing is with students, all
participants discussed how important it is to "focus on the strengths" (Participant 12) because
LTEL students oftentimes do not get the opportunity to see themselves in a positive light. When
working with students administrators also like to identify "where the child excels most and
encourage that role in the classroom" (Participant 10). Therefore, asset-based approaches are the
number one strategy used by administrators to support LTEL students in their transition to junior
high school.
Strategies Implemented Schoolwide
22

The strategies implemented schoolwide are strategies that teachers and administrators
identified as strategies that are implemented to support every LTEL and strategies that all LTEL
students have access to.
Designated ELD. When asked what current strategies are being implemented schoolwide
to support LTEL students during the transition to junior high, designated ELD time was the most
common response. Five of the twelve participants mentioned designated ELD as they listed the
supports available to LTEL students. At this site, designated ELD occurs during an intervention
period in the middle of the day, and students are placed into leveled classes based on their
specific language levels. Therefore, because LTEL students are legally required to receive ELD
during the school day, they are automatically enrolled in designated ELD during the intervention
period. This scheduling logistic highlighted some participants' misconceptions about what
supports are available to LTEL students. For example, three participants stated that reading and
math intervention is available to LTEL students during the intervention period. However, this is
inaccurate because, as stated above, LTEL students are automatically enrolled in designated
ELD. The misconception further emphasizes that not all staff know the supports available to
LTEL students and which supports LTEL students have access to.
Professional Learning. Five of the twelve participants also stated that professional
development received in integrated ELD was a strategy being implemented to support LTEL
students. During two student release days in the 2022-2023 school year, teachers received
professional development in integrated ELD with content experts. These professional
development sessions focused on supporting teachers and building their capacity for using
integrated ELD strategies in their specific content areas. For example, the goal of professional
23

development was to "[help] teachers develop integrated ELD skills that can be consistent from
classroom to classroom" (Participant 5).
In addition to naming the integrated ELD professional development as a strategy being
implemented, eight of twelve participants named integrated ELD strategies that were learned
during the professional development. Those strategies include direct vocabulary instruction and
language support. It is important to note that while eight of twelve participants identified this as
schoolwide support available to LTEL students, only five of nine teachers identified each of
these strategies they are currently implementing to support LTEL students within their
classrooms. The finding shows that eight participants believe this to be a strategy currently
implemented schoolwide. However, only five teachers stated in their interviews that they are
implementing these strategies in their classrooms.
Research Question 3: What are the perceptions of teachers and administrators regarding
the most effective support for LTEL students during the junior high school transition?
Teachers and administrators identified what they perceived as the most effective support for
LTEL students during the junior high school transition. Teachers identified which supports were
most effective in the classroom. Teachers also identified which supports they felt were the most
effective strategies being implemented schoolwide for LTEL students. Because administrators
work with LTEL students schoolwide, the strategies administrators identified as the most
effective are included within schoolwide supports.
Most Effective Classroom Supports
Integrated ELD Strategies. Based on the responses gathered from teachers, the most
effective strategy for supporting students during the transition to junior high school was
integrated ELD strategies. Five of the nine teachers named multiple teaching strategies that
24

support language acquisition, like language scripts (Participants 1 and 8), thinking maps
(Participant 3), visuals (Participants 3 and 9), and direct-vocabulary instruction (Participants 6
and 8). Although integrated ELD strategies were named the most effective, teachers felt no
singular strategy was the most effective. Each teacher had their reasoning for why they believed
the strategy was effective. For example, Participant 3 stated that thinking maps were the most
effective in each class because they serve as a formative assessment tool that allows them to
understand "where the knowledge stops and where the gaps are." Additionally, another
participant stated that "front-loading vocabulary helps" students because then they can "give you
like a basic explanation" (Participant 8). While these teachers all are implementing integrated eld
strategies and agree that they are the most effective, the individual strategies that they are
implementing are different.
Building Classroom Communities. In addition to integrated ELD strategies, four of
nine teachers identified that building community within their classrooms supports LTEL students
during the transition to junior high school. For example, in one classroom, the teacher stated that
creating community is essential because it "[puts students] in a place where they feel supported,
where they know their peers are not going to judge them, and where they really find a way to
enjoy what they are learning" (Participant 6). The idea of community as a place where students
can take risks and learn freely without judgment is an idea that multiple participants echoed.
Participant 9 also stated that they hope the classroom community will remove the fear of failure
for their students. For example, at the start of the school year, on their syllabus is a quote. "It
states that learning is messy [and] growing is messy. It is intended to be…. You are going to
make mistakes, and that shows me that you are learning and growing. So I think [building a
classroom community] is effective because it can potentially remove that fear." (Participant 9).
25

Therefore, it is important for teachers to note that a classroom community where students feel
safe is described as an important support for LTEL students during the transition to junior high
school.
Most Effective Schoolwide Supports
When participants were asked what supports were in place schoolwide, they were also
asked to reflect on which schoolwide supports they believed were the most effective.
Designated ELD Classes. First, teachers and administrators identified designated ELD
classes as the most effective schoolwide support for LTEL students. Of the twelve participants,
six participants stated that this support was the most effective. One reason designated ELD is
believed to be the most effective is that the students are divided into classes by their specific
language needs. For example, Participant 10 states that students "are all at a similar level, and the
teacher has specific strategies and skills that they use for their specific or varying level." By
dividing students this way, the idea is that students receive instruction geared to their specific
needs.
In addition to receiving instruction on their specific language needs, designated ELD was
also identified as the most effective support because it provides a space for students to feel
confident in their skills. Two participants agreed that LTEL students often are not the most
confident because of their language abilities in their general education classes. For example,
Participant 1 stated that their LTEL students love being in designated ELD because "they are
kids that are not necessarily super confidence in their other classes" They continue to describe
designated ELD as effective support because students "feel comfortable with their crew, then
that these are people that I can talk with and I do not have anything to worry about 'Oh my gosh!
This person is in honors, or this person is a goof off. It is kind of like we are all in the same
26

place" (Participant 1). Participant 7 seconded this opinion and stated that designated ELD is the
most "effective they provide… instruction, but they also support students who might feel
embarrassed or not as motivated to participate in bigger settings" because of their abilities.
Therefore, designated ELD is also seen as an effective strategy for supporting LTEL students
during the transition to junior high school because it creates a space where students feel
confident in their abilities.
Admin Identified Strategies. Besides designated ELD being identified as one of the
most effective strategies in place schoolwide to support LTEL students during the transition to
junior high school, administrators also stated that action planning and individual student
meetings were very effective. Two of the three administrators that participated in the interviews
stated that individual student meetings were the most effective. Participant 10 stated:
One-to-one conferencing, especially for my students that are close to reclassifying,
definitely getting in with them, talking to them, and explaining to them what happens if
they do not reclassify. So especially at the middle school level, we really, really focus on
our eighth graders because we want them reclassified before they go to high school.
The evidence demonstrates that conferencing was the most effective because it allowed them to
inform students about what happens if they do not reclassify as LTEL students. Participant 12
also stated that one on one conferencing was the most effective but added that conferencing with
"an asset-based approach" is vital because "oftentimes they do not know how being an LTEL
affects them, but they also do not know the benefits that come with speaking a second language."
Later in the interview, they also added that "before, we could've gone a year without really
sitting down and explaining to [LTELs] what exactly that means, and how that might affect them
not only now but also in high school" (Participant 12). While both participants discuss how
27

conferencing is one of the most effective strategies, it is important to note that both are also
mentioning how important it is for LTELs in junior high school to be aware of their language
status and how it affects their future if they are not reclassified.
Along with individual conferencing, aggressive EL monitoring was also identified as a
support that was implemented schoolwide to support LTEL students during their transition to
junior high school. According to Participant 11, EL monitoring occurs among various staff,
including teachers, administrators, instructional coaches, the EL coordinator, and sometimes
academic counselors. Aggressive EL monitoring describes how the staff consistently reviews
data and analyzes EL students' progress toward reclassification (Participant 11). Two of three
administrators identified this as one of the most effective strategies for supporting LTEL students
because it becomes an "ongoing conversation during data chats aimed at how to better support
[LTELs]" (Participant 12). Therefore, EL aggressive monitoring was identified as effective
support for LTEL students during the transition to junior high school because it allows staff to
discuss the progress of LTEL students towards reclassification using data and identify any
needed support.
Discussion
The study aimed to understand teachers’ and administrators’ perceptions and practices
regarding the critical challenges faced by LTELs during the transition to junior high
school. Research by Eccles et al. (1993) and Eccles and Midgley (1989) documents a decrease
in motivation and achievement during the transition to junior high school. Ensuring Long-Term
English Learners remain academically motivated is key to their success as it is the highest
predictor of language learning proficiency (Alrabai and Moskovsky, 2016). Therefore,
understanding staff perceptions and practices regarding the critical challenges LTELs face is
28

important to learn how to support LTELs during the transition better and improve their academic
outcomes.
Throughout the findings, participants were generalizing their answers to other student
groups rather than speaking about LTEL students directly. This is evident in a majority of the
findings. One example where the participants generalized was when discussing the critical
challenge of multiple classes and teachers. While eight participants recognized multiple classes
and teachers as a critical challenge and mentioned LTEL students, their responses did not specify
how these challenges affect LTELs differently than all students affected by the transition. This
also occurs when participants discussed the critical challenge of navigating social expectations,
and adolescence. One key point of discussion of this study is that participants weren’t just
focused on LTEL students and their unique needs. Further, the generalization by participants also
raises the question: do participants truly know who their LTELs students are in their classrooms
and on their campus? do participants know what their LTEL students’ needs are? As indicated
by research, secondary educators often do not know they have LTELs in their classrooms,
therefore they cannot appropriately meet their needs (Olsen, 2014). Therefore, it is extremely
important for both teachers and administrators alike to know their LTEL students well enough to
speak to their struggles and unique needs.
In addition to generalizing to all students, when describing the integrated ELD strategies
that are used to support LTEL students, teachers discussed strategies that do not necessarily meet
the needs of LTELS. Instead, teachers named EL strategies that are designed to support English
language students at a variety of levels like academic language scripts, sentence starters, and
sentence frames (Mora-Flores, 2011). The evidence demonstrates that teachers were not able to
speak to specific integrated ELD strategies that are beneficial for supporting LTELs. This finding
29

is important because consistent with the generalizations with other student groups, teachers are
also lumping all ELD students together despite the unique needs of each level of English learner.
The consistent generalization that was occurring makes me wonder if teachers assume that all
their students are LTELs because they teach at the secondary level. While this does not explain
their inability to speak to the unique needs of LTELs, it could explain why they continue to
generalize amongst different student groups.
An important point is that when speaking directly about LTELs, participants recognized
key behavioral characteristics that align with characteristics identified by previous literature. For
example, 8 of 12 participants stated that LTELs experienced a lack of confidence. In addition to
recognizing a lack of confidence, 7 of the 12 participants also recognized that LTELs often
disengage in their work and become hesitant learners because they are afraid to be wrong or are
told to often that they can’t pass the ELPAC exam.. Previous research has identified that LTELs
are reluctant to participate and develop habits of non-engagement, passivity, and invisibility in
school (Olsen, 2014). LTELs also “become discouraged and tuned-out learners” (Olsen, 2014, p.
7). Participants ability recoginize behaviors consistent with LTEL students is important because
it demonstrates that even though participants were unable to effectively describe strategies meant
to meet their distinct language needs, participants understand the impact that being of being a
Long Term English Learner has on students.
Another key finding was that the administrator’s knowledge regarding supports available
to LTEL students varied from the knowledge of teachers. For example, administrators could
speak to the supports that are available to students both inside and outside of the classrooms
while teachers could mainly speak to the supports that are available to students in the classroom
settings. Prior research indicates that supports mentioned by teachers like integrated ELD
30

strategies, building classroom community, and a designated ELD class are all integral for
supporting Long-Term English Learner’s language growth (Olsen, 2014). Although teachers
identified important support for LTELs in the classroom, they generally were not aware of all the
supports that are in place schoolwide, especially for LTEL students who are transitioning to
junior high school.
Implications for Practice
One implication for practice is that there must be more emphasis on professional
development regarding the different types of EL students and strategies to meet their unique
needs. While the study focused on LTELs, it was evident that teachers and administrators were
generalizing to all English learners. Both teachers and administrators need to receive
professional development in this area because this learning will provide them with the
knowledge to differentiate between subgroups of English learners. When staff begins to
understand the differences between each type of English learner, they will be able to
appropriately use their learning and meet the needs of their students, including LTELs.
It is also essential for teachers to have the opportunity to examine their class lists and
come to understand the different types of English Learners they have in their classes. Knowing
their students is most important, although secondary to professional development. Providing
professional development and allowing teachers time to learn about their students allows
teachers to appropriately identify which strategies meet the needs of each type of English learner
and, therefore, successfully differentiate their instruction to meet the needs of each distinct
group.
In addition to improving practices around professional development and identification of
LTEL students, both the district office and the school site should ensure that there are concrete
31

policies and practices focused on improving the outcomes of LTEL students and that those
policies and practices are communicated to all stakeholders. One practice that should be
implemented is ensuring that all LTEL students are enrolled in a designated ELD created and
designed to support the specific needs of LTEL students. According to Californians Together
(2021), LTEL students should be enrolled in "separate and rigorous English language
development courses specializing in academic language for LTELs." This strategy is
recommended to promote LTEL's success. While the research site did specify that LTEL
students were enrolled in designated ELD, they only described these classes as leveled based on
student language proficiency. Therefore, it is essential to uncover how these classes are leveled
and then intentionally place LTELs in a course designed to meet their needs.
Limitations
Several limitations of this study are worth noting. First, the findings are limited to what
was reported because the study was based on self-reporting. Without observations to verify what
was reported by participants, answers might have been under or exaggerated, and biases might
have impacted their responses. Second, the findings cannot be generalized because only one
school site was studied. Lastly, when responding to interviews, participants generalized LTELs
to all students and all English learner students rather than focusing specifically on 7th-grade
LTELs who were experiencing the transition to junior high school. The generalizing should be
noted because while the study sought to understand the critical challenges faced during the
transition to junior high school, the findings might speak more broadly to the needs of all LTELs.
Despite its limitations, this study raises questions regarding future research.
32

Future Research
One recommendation for conducting future research is to look more deeply at whether or
not teachers and administrators understand the characteristics of LTEL students. Learning more
about the specific strategies that teachers believe are the most effective for supporting LTEL
students academically, behaviorally, and social-emotionally would also be necessary. Because
this study concluded that participants experienced gaps in their knowledge surrounding LTEL
students, it is essential to explore further precisely what participants do know.
Conclusions
This study aimed to understand how teachers and administrators perceive the critical
challenges faced by LTEL students during the transition to junior high school and learn what
practices are in place to support students during the transition. Traditionally, LTEL students have
been deemed “overlooked and underserved” (Menken et al., 2012, p. 122) due to a lack of
research focused on secondary English language learners. Based on the findings throughout this
study, the generalizations regarding LTELs demonstrate that LTEL learners are indeed
overlooked. While participants may not intend to overlook their LTEL students, it is essential to
continue to learn more about what administrators and teachers understand about English learners
to address gaps in knowledge and improve practices meant to support LTEL students. By
improving the knowledge of administrators and teachers the goal, LTEL students should be
impacted with high academic motivation and, therefore, greater overall academic success.

33

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Appendix A: Interview Protocol
Research Question 1: What are the perceptions of teachers and administrators regarding the
critical challenges for LTEL during the junior high school transition?
Research Question 2: What current strategies are being implemented to address the challenges
experienced by LTEL students during the junior high school transition?
Research Question 3: What are the perceptions of teachers and admins regarding the most
effective support for LTEL students during the junior high school transition?
Questions
Classroom Staff
Other Staff (Administrators, EL
Coordinator, Counselors)
How long have you been teaching?
What is your current position?
How long have you been in your current
position?
How old are you?
What is your gender?
What is your race/ethnicity?
What roles have you held throughout your
career?
What is your current role?
How long have you been in your current
position?
How old are you?
What is your gender?
What is your race/ethnicity?
40

In what ways does the transition to junior high
school affect LTEL students specifically?
What are some challenges LTEL students face
during their transition to middle school?
Can you give me an example of an LTEL
student and a challenge they faced during their
transition? (Socio-emotional, academic,
motivational, etc.)
In what ways does the transition to junior
high school affect LTEL students
specifically?
What are some challenges LTEL students
face during their transition to middle school?
Can you give me an example of an LTEL
student and a challenge they faced during
their transition? (Socio-emotional, academic,
motivational, etc.)
You stated that LTEL students face ___
challenge.
• What strategies do you use to support
that specific challenge? (Socio-
emotional, academic, motivational, etc.)
• Can you provide me an example of a
time you utilized that strategy to
support a student’s challenge?
Of the supports that you stated are currently in
place to support LTELs in your classroom,
which do you believe are the most effective at
You stated that LTEL students face ___
challenge.
• What strategies do you use to support
that specific challenge? (Socio-
emotional, academic, motivational,
etc.)
• Can you provide me an example of a
time you utilized that strategy to
support a student’s challenge?
41

supporting students during the transition to
junior high school?
• Why do you believe this strategy is
most effective?
• Can you give me an example of how
you implemented this strategy in your
classroom? What was the outcome?
Of the supports that are currently in place to
support LTELs school-wide, which do you
believe are the most effective at supporting
students during the transition to junior high
school?
• Why do you believe this strategy is
most effective?
• Can you give me an example of a time
you witnessed this strategy being
implemented? What was the outcome?
In your opinion, what supports could be
implemented to provide more support for LTEL
students?
Of the supports that are currently in place to
support LTELs school-wide, which do you
believe are the most effective at supporting
students during the transition to junior high
school?
• Why do you believe this strategy is
most effective?
• Can you give me an example of a
time you witnessed this strategy
being implemented? What was the
outcome?
42

What do you need to better support LTEL
students better during the transition to junior
high?
In your opinion, what supports could be
implemented to provide more support for
LTEL
What do you need to better support LTEL
students better during the transition to junior
high?

Abstract (if available)

Abstract This study sought to understand staff perceptions regarding critical challenges faced by Long- Term English Learners (LTELs) during the transition to junior high school. Semi-structured qualitative interviews were conducted with junior high school teachers. Based on an analysis of transcribed interviews, findings indicate that participants often generally spoke about all students when discussing the critical challenges and supports in place for LTEL students. Despite their generalizations, when specifying to LTELs, participants could describe a lack of confidence in LTELs and other characteristics that align with previous research. It was also clear that administrators and teachers needed more consistency regarding the knowledge of available support for LTEL students. Recommendations included increasing professional development to improve staff knowledge of the distinct characteristics of LTEL students and specific strategies to meet their needs. Providing teachers with more time to study their class rosters and understand the language needs of each student was also included. Lastly, at both the district and site level, ensuring that the policies and practices surrounding LTELs are clear, aligned to research, and appropriately communicated to all staff members.

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Asset Metadata

Creator Ramirez, Cheyenne Azareth (author)

Core Title Staff perceptions of critical challenges faced by Long-Term English Learners (LTEL) during the transition to junior high school

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership

Degree Conferral Date 2023-08

Publication Date 08/25/2023

Defense Date 07/24/2023

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

Tag critical challenges,Junior High School,long term English learners,LTEL,OAI-PMH Harvest,staff perceptions,transition

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hirabayashi, Kimberly (committee chair), Malloy, Courtney (committee chair), Mora-Flores, Eugenia (committee member)

Creator Email car02275@usc.edu,cheyenne.hernandez09@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113302211

Unique identifier UC113302211

Identifier etd-RamirezChe-12277.pdf (filename)

Legacy Identifier etd-RamirezChe-12277

Document Type Dissertation

Format theses (aat)

Rights Ramirez, Cheyenne Azareth

Internet Media Type application/pdf

Type texts

Source 20230823-usctheses-batch-1087 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu