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dc.contributor.advisor Lasky, Beth en_US
dc.contributor.author Carmona, Luis
dc.date.accessioned 2022-07-18T19:19:41Z
dc.date.available 2022-07-18T19:19:41Z
dc.date.issued 2022-07-18
dc.identifier.uri http://hdl.handle.net/10211.3/223546
dc.description.abstract There is a gap in the research when it comes to the experiences of English Language Learners (ELL) with Specific Learning Disabilities (SLD) in the public-school setting. This dissertation attempts to gain a better understanding of how the English Language Development (ELD) curriculum that dually identified students (ELL and SLD) receive, can effectively lead to their reclassification from English Language Learners to English-only students. This qualitative, phenomenological case study utilized the collection of classroom observation data and teacher interview data to identify the factors that influence the effectiveness of English Language Development (ELD) curriculum that is provided to ELL students who are also identified with a learning disability. The sample consisted of five first grade through seventh grade teachers who were observed in their classrooms as they delivered an ELD lesson, and a follow-up semi-structured interview was conducted with each of the teachers. A mixed sampling approach was used combining criterion sampling and opportunistic approach to recruit potential research participants from four traditional English-only schools, and thematic analysis provided the framework to answer the research questions regarding the factors that impact the delivery of the ELD curriculum, differences in the reclassification rates, and the challenges that arise for teachers working with this student population. Critical Race Theory (CRT) and Latino Critical Theory (LatCrit) provided the lens in which this study explored the ways that so-called race-neutral practices and policies perpetuate racial and/or ethnic subordination. The results of this study show that several factors such as changes, modification, or complete deviations from the ELD curriculum have led to its inconsistent implementation throughout the district. Teacher uncertainty with their ability to deliver the ELD curriculum and a feeling that the ELD curriculum is just another curriculum that has to be included in their already busy schedules were also found to impact the delivery of the ELD curriculum. The teachers in this study discussed their frustrations with a lack of district support and the lack of resources that are available to guide teachers in the delivery of the ELD curriculum. The uncertainty surrounding the federal and state level expectations for the required daily instruction time that should be allocated towards ELD instruction was identified as one of the biggest challenges by the teachers in this study. Other challenges included the varying academic levels of students, the large number of students within a classroom during the ELD lesson, and insufficient time to deliver the ELD lessons. The factors identified in this study are believed to have a direct influence in the delivery of the ELD curriculum and impact the reclassification of Latinx students with learning disabilities.
dc.description.statementofresponsibility by Luis Carmona en_US
dc.format.extent x, 101 pages en_US
dc.language.iso en_US en_US
dc.publisher California State University, Northridge en_US
dc.subject Reclassification of English Language Learners with Learning Disabilities
dc.subject.other Dissertations, Academic -- CSUN -- Education -- Educational Leadership and Policy Studies. en_US
dc.title The impact of CRT and LatCrit on the perceptions of teachers implementing an ELD curriculum with ELL students with learning disabilities in a K-8th Classroom at an urban school setting
dc.type Dissertation en_US
dc.date.updated 2022-07-18T19:19:42Z
dc.contributor.department Educational Leadership & Policy Studies en_US
dc.description.degree Ed.D. en_US
dc.contributor.committeeMember Laija-rodriguez, Wilda en_US
dc.contributor.committeeMember Durdella, Nathan en_US


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