Date of Award

Fall 2020

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Morgan Blanton

Abstract

This professional development/learning design study sought to create, evaluate, and refine a learning experience for English language learning (ELL) teachers that provided them with additional instructional tools to support improvement of Multilingual Learners and English Learners’ (MLs/ELs) academic resilience. MLs/ELs are one of the fastest growing groups of students in U.S. schools with one of the lowest academic performance and graduation rates. These students are also a vulnerable and resilient population that could have been exposed to distressing and adverse experiences. ELL teacher preparation has concentrated on fostering language and literacy development; still, MLs/ELs’ achievement gap fails to close significantly, and their resilience abilities are not effectively transferred to academics. Research shows that improving emotional intelligence skills benefits all areas of life. The integration of emotion education and language development offers a more comprehensive approach to MLs/ELs’ learning for its impact to academics, relationships, performance, decision-making, and health. This study used educational design-based research (DBR) and conjecture mapping to produce and validate theoretical and pragmatic outcomes–the conceptual framework, Enhancing MLs/ELs’ Academic Resilience, and a suggested table of contents for ELL teacher preparation in emotional intelligence education with social-emotional learning, brain-based learning, self-efficacy, trauma-informed care, and language development evidence-based practices–to strengthen ELL teacher learning and MLs/ELs’ attributes of personal resilience and academic achievement.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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