Publication Date

1-1-2013

Document Type

Dissertation/Thesis

First Advisor

Cohen, James A.

Degree Name

B.A. (Bachelor of Arts)

Department

Department of Literacy Education (LTCY)

Abstract

The field of education is one that endeavors constant change of fluctuating degrees. Most recently and drastically, the educational field has experienced and responded to changes in the cultural and linguistic diversity that is rapidly increasing in classrooms across the United States. Congruently, current legislation holds both educators and students accountable for their standardized performance and accomplishments, although teachers of ethnically diverse students are not required to be certified in the teaching of these learners. As a result, it was the purpose of this study to identify and analyze the themes evident from a series of observations and interviews conducted on two culturally and linguistically diverse participants by two teacher candidates. Ultimately, the study unveiled themes of self-concept, cultural behavioral expectations, language brokering, and social interactions of the two culturally and linguistically diverse participants. A discussion of the results are included, as well as the inclusion of best practices in classrooms comprised of culturally and linguistically diverse students.

Liewald, Kristin 2013.pdf (621 kB)
Liewald, Kristin 2013.pdf

Lenox, Amanda 2013.pdf (636 kB)
Lenox, Amanda 2013.pdf

Extent

28 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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