Degree Date

9-2022

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Higher Education Leadership

First Advisor

Dr. Jaclyn Rivard

Second Advisor

Dr. Estee Hernandez

Third Advisor

Dr. Judy Yturriago

Abstract

Low retention rates and poor progression have plagued academic ESL students for decades. While these students aspire to eventual matriculation into an academic or vocational program, the vast majority will fall victim to attrition. The time has come for administrators and faculty leaders to reject the status quo and advocate for programmatic changes that have proven, substantive positive impact on student outcomes. One strategy that has proven effective in other contexts is the adoption of a translanguaging approach to English instruction, yet this pedagogy is not yet widely accepted in postsecondary institutions. This study relies on frameworks developed by linguists and educational theorists such as the common underlying principle, linguistic interdependence, and language-as resource orientation to provide context for an in- depth study of faculty perceptions and use of this controversial new pedagogy. A mixed methods approach to data collection revealed findings that align with similar studies carried out in the kindergarten-twelfth grade (K-12) context as well as in English as Foreign Language environments. Results indicated statistically significant and positive correlations between participation in professional development and years of ESL teaching experience as well as with bi/multilingualism. Bi/multilingualism was also positively significantly correlated with knowledge of translanguaging. Two statistically significant negative correlations were discovered: both actual use of translanguaging in the classroom and overall willingness to adopt translanguaging negatively correlated to years of ESL teaching experience. Regression models determined that positive pre-existing attitudes toward translanguaging was a highly significant predictor of actual use of translanguaging in the classroom. Additionally, participation in professional development significantly predicted overall willingness to adopt translanguaging. Conversely, years of teaching experience negatively predicted a faculty’s overall willingness to adopt translanguaging. Implications for further research are provided as well as recommendations for ways in which postsecondary institutions can develop ESL programming that eschews antiquated methodologies in favor of culturally sustaining, additive ESL education that is both contemporary and research-driven.

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