Program

Education Doctorate

Number of Pages

143

Year Approved

2024

First Advisor

Wa-Mbaleka, Safary

Second Reader

Ashley Karlsson; Joni Burgin-Hartshorn

Abstract

The purpose of this study was to understand the current reality of multilingual learner supports in schools in Greater Minnesota and align that current reality with the Minnesota Learning English for Academic Proficiency and Success (LEAPS) Act in order to make recommendations at the local level and advocate at a greater scale. This was an exploratory case study of a school district in Greater Minnesota that included semi-structured interviews, district documents, and publicly available student data. The Cultural Historical Activity Theory (CHAT) was used as the theoretical framework to understand the current reality of the district which was then aligned with the Minnesota LEAPS Act. Based on this alignment, some potential local shifts were explored including creating district policies, building cultural proficiency, and implementing bilingual seals. Furthermore, it was recommended to be helpful to shift perspectives on English Language (EL) instruction toward integration of language and content as well as to create structures for strategic collaboration between EL and classroom teachers. The study suggested that districts may also consider expanding the use of EL student profiles and expanding the Language Instruction Education Program (LIEP) to include early learners. Additionally, it was recommended that the district create an initiative around family and community engagement, including multilingual families, and intentionally gather feedback annually. Finally, exploration of the current system of support and teacher perspectives brought to light themes for which to advocate on a greater scale including resources, time, and training. These were explored in more detail within the study.

Degree Name

Education Doctorate

Document Type

Doctoral dissertation

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