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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Danielle M. Butcher
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DOI:10.17265/1539-8080/2018.05.004
Louisiana State University, Louisiana, USA
This case study research explores the experiences of high school English teachers in a Louisiana school district and their perspectives on teaching English learners (ELs). The purpose of this study is to assess the perspectives of secondary English teachers in meeting the needs of ELs and to determine the impact of race and culture on Louisiana ESL education. Interpreting the interviews and open-ended discussion questions through the frameworks of culturally relevant pedagogy (Ladson-Billings, 1995; McGee Banks & Banks, 1995; Gay, 2004; 2010; Brown-Jeffy & Cooper, 2011) and critical race theory of education (Ladson-Billings & Tate, 1995; Sleeter, 2017), this research sheds light on the state of ESL education for teachers in Louisiana as well as its implications for the ever-increasing population of ELs in this area.
ESL, Louisiana, case study, teacher training, critical race theory
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