EXPERIENCES OF US-BORN LONG-TERM EMERGENT BILINGUAL STUDENTS OF HISPANIC ORIGIN IN TITLE I SECONDARY SETTINGS

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dc.contributor.advisorHolzweiss, Peggy P
dc.contributor.advisorSilvestre, Gabriela J
dc.contributor.committeeMemberSilvestre, Gabriela J
dc.contributor.committeeMemberCole, Corinna O
dc.creatorSibrian-Aleman, Norma Beatriz
dc.creator.orcid0009-0004-3206-4014
dc.date.accessioned2024-05-13T18:46:48Z
dc.date.available2024-05-13T18:46:48Z
dc.date.created2024-05
dc.date.issued2024-05
dc.date.submittedMay 2024
dc.date.updated2024-05-13T18:46:48Z
dc.description.abstractIn this phenomenological study, the researcher examined the experiences of USborn Long-Term Emergent Bilingual (LTEB) students of Hispanic origin who tend to remain with EB designation after six or more years receiving services in an English as a second language program in high school. This study aimed to identify factors that can help reduce the achievement gap of US-born LTEBs of Hispanic origin. The context for this study was three Title I high schools in an urban school district in Texas. The data were collected using in-depth, semi-structured individual interviews. Participants comprised three language proficiency assessment committee (LPAC) administrators, two Emergent Bilingual (EB) specialists, and two teachers who worked with LTEBs. Four major themes emerged: students’ well-being, programming and funding, professional development, and additive practices. All participants concurred that addressing well-being was vital to help students remain engaged in school and reiterated the critical role intentional district and campus-level support structures play in meeting the needs of EB students and LTEBs. Recommendations included EB-focused professional development for all content-area teachers as well as family and EB students' empowerment initiatives that promote self-advocacy. The researcher discusses research gaps, practice recommendations, and implications for future research.
dc.format.mimetypeapplication/pdf
dc.identifier.uri
dc.identifier.urihttps://hdl.handle.net/20.500.11875/4448
dc.language.isoEnglish
dc.subjectEducation, Bilingual and Multicultural
dc.titleEXPERIENCES OF US-BORN LONG-TERM EMERGENT BILINGUAL STUDENTS OF HISPANIC ORIGIN IN TITLE I SECONDARY SETTINGS
dc.typeThesis
dc.type.materialtext
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducational Leadership
thesis.degree.disciplineEducational Leadership
thesis.degree.grantorSam Houston State University
thesis.degree.nameDoctor of Education
thesis.degree.programEducational Leadership

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