Teachers of America's Immigrant Students: Citizenship Instruction For English Language Learners Open Access

Abstract

This study investigated sheltered content social studies (SC/SS) teachers, in particular,
those who integrate social studies course content with English to Speakers of Other
Languages (ESOL) methodology. The eight SC/SS teachers in this study taught US
History or American Government courses to 10th - 12th English language learning (ELL)
students who came from a variety of countries and spoke multiple languages. Teacher
interviews, classroom observations, and document analysis informed: how the teachers'
background, experience, and training enlightened their beliefs about citizenship
education; how they used their disciplinary content to teach towards English proficiency
and civic mindedness; and how they recognized and incorporated cultural and linguistic
diversity into their pedagogy. I utilized Osler and Starkey's (2005) citizenship
dimensions and Suarez-Orozco and Suarez-Orozco's (2001) social mirroring frameworks
as analytical lenses for this multi-site comparative case study. The majority of the
teachers interviewed and observed held similar beliefs and pedagogy. They reported that
their lived experiences (i.e. childhood and international travel) influenced their beliefs
about citizenship, multiculturalism, and language learning. They credited their parental
models more than their academic training or professional development for their current
beliefs. Several teachers expressed dissatisfaction with the assigned textbook and said
that it hindered their instruction of social studies content to ELL students. As such, many
modified the text or generated their own materials. No teachers prioritized language
instruction during their classes though most consistently supported vocabulary
development. Several of the teachers regularly incorporated their students' cultural
diversity into their pedagogy and rendered an environment supportive of their students'
differences (i.e. language, religion, culture, race, socio-economic status, and education).
In addition, many were advocates for knowledge, believed in the power of an informed
citizenry, added respect to the civic norm of rights and responsibilities, and challenged
discrimination in their classrooms. Findings enhance knowledge about some immigrant
students' learning communities and their teachers' approaches to citizenship education,
which could enlighten sheltered content/social studies preparation programs.

Table of Contents

TABLE OF CONTENTS

CHAPTER I
STATEMENT OF PROBLEM

.........................................................................................1
Purpose of Study ............................................................................................................2
Theoretical Frameworks ................................................................................................4
Definition of Terms........................................................................................................6

CHAPTER II
REVIEW OF LITERATURE .........................................................................................11
Citizenship Education in a Pluralistic Society .............................................................11
English Language Learners..........................................................................................14

Teachers' Beliefs and Pedagogy ..................................................................................17

Summary ......................................................................................................................20

CHAPTER III
METHODOLOGY ..........................................................................................................22
Setting ..........................................................................................................................22
Participants ...................................................................................................................24

Data Sources ................................................................................................................27
Teacher Interviews ..............................................................................................29
Classroom Observations .....................................................................................29


Documents ..........................................................................................................30

Researcher Log ...................................................................................................30

Data Analysis ...............................................................................................................31
Validity and Reliability ................................................................................................33

Assumptions .................................................................................................................35

CHAPTER IV
FINDINGS ........................................................................................................................37
Schools .........................................................................................................................38
Teachers .......................................................................................................................48

Beliefs and Practices ....................................................................................................50
Multiculturalism ..................................................................................................51
English Language Learners.................................................................................54

Citizenship Education .........................................................................................57

Social Studies Content .................................................................................................60
English Language Acquisition ............................................................................60
Civic Mindedness................................................................................................65


Teacher Pedagogy ........................................................................................................71
Linguistic Diversity ............................................................................................71
Cultural Diversity................................................................................................73
Inclusive Classroom Practices ............................................................................75
Emergent Themes ........................................................................................................77
Advocates of Knowledge ....................................................................................77
Rights, Responsibilities, and Respect .................................................................79

Power of Informed Citizenry ..............................................................................81

Discrimination.....................................................................................................83

Time ....................................................................................................................85

Cross Analysis Findings ..............................................................................................87

English Language Learners.................................................................................87
Multiculturalism ..................................................................................................88
Citizenship Education .........................................................................................88
Summary ......................................................................................................................89

CHAPTER V
DISCUSSION ...................................................................................................................92
Limitations ...................................................................................................................92
Influential Beliefs.........................................................................................................94

Citizenship ..........................................................................................................94
Multiculturalism ..................................................................................................96

English Language Learning ................................................................................97


Disciplinary Content ....................................................................................................99
Civic Mindedness................................................................................................99
Language Proficiency .......................................................................................100

Incorporating Diversity ..............................................................................................102

Linguistic Diversity ..........................................................................................103
Cultural Diversity..............................................................................................103
Summary ....................................................................................................................104

Implications and Recommendations ..........................................................................105

Teacher Education and Professional Development ..........................................106
Teacher Practice ................................................................................................108
Future Research ................................................................................................109
Conclusion .................................................................................................................111

REFERENCES ...............................................................................................................113

APPENDICES

................................................................................................................124

Appendix A: Enrollement of Immigrant and Domestic Children in K-12
Schooling in US Public Schools Between 1970-2009 (Thousands) ..........................124

Appendix B: Demographic Data Summer 2009 and Year 2011-2012 ......................125

Appendix C: Teacher Consent Letter ........................................................................126

Appendix D: Teacher Interviews #1-3 Protocols .......................................................127

Appendix E: Classroom Observation Checklist ........................................................137

Appendix F: Contact Summary Form ........................................................................140

Appendix G: Teacher Profiles Summer 2009 and Year 2011-2012 ..........................141

Appendix H: Summary of Cross-Analysis Findings of Teachers ..............................143

Appendix I: Teachers' Recognition of ELL Students' Forms of Capital ...................145

About this Dissertation

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School	Laney Graduate School
Department	Educational Studies
Degree	PhD
Submission	Dissertation
Language	English
Research Field	Education, Bilingual and Multicultural Education, Teacher Training Education, Social Sciences
Keyword	English Language Learner sheltered content citizenship instruction ESL/ESOL social studies instruction
Committee Chair / Thesis Advisor	Hahn, Carole L, Emory University
Committee Members	Engelhard, George, Emory University Cadray Jr., Joseph, Emory University

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