Publication Date

8-31-2016

DOI (Digital Object Identifier)

10.26716/redlands/doctor/2016.7

Department

Leadership and Higher Education

Degree

Doctor of Education (Ed.D)

Dissertation Chair

Dr. Jose Lalas, Ph.D.

Committee Members

Dr. Chris Hunt, Ed.D.

Dr. Greg Hamilton, Ed.D.

Dr. Frank Miranda, Ed.D.

Keywords

social capital, cultural capital, language, English learner students, student engagement

Disciplines

Educational Leadership

Abstract

English learners typically score below their English only peers on state and national standardized tests, demonstrating that there is a need to explore possibilities as to why this achievement gap is widening. Applying a conceptual framework stemming from the concepts of social and cultural capital from sociologist Bourdieu, this study examines the language as social and cultural capital of English learners at a school site and its influence on student engagement. This qualitative study used narrative inquiry and a semi structured interview protocol to gain insights from teachers, students and district personnel. Although the findings int his study are not generalizable, it suggest language influences a student's ability to be engaged in the classroom through access, relationships, trust, identity, success, and cultural diversity and awareness in this particular school site found in a local Southern California school district. Having a deeper understanding of how language, social and cultural capital influence engagement will assist educators in planning instructional lessons that are academically rigorous and relevant to the student in order to provide access and upward social mobility to English learner students.

Comments

© 2016 Michelle Scribner

All Rights Reserved

ISBN: 9781369270860

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