dc.contributor.author	Harris, Sherley Champe
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2025-03-27T18:58:24Z
dc.date.available	2025-03-27T18:58:24Z
dc.date.issued	2025-01-29
dc.identifier.other	be3f2803-0af4-4ffa-9863-143018d7ebd1	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7390
dc.description.abstract	The number of Dual Language Immersion (DLI) programs in the United States have grown significantly in recent years, but research often overlooked the instructional tools and practices teachers use in DLI classrooms. This is especially true for those aligne d with Culturally Sustaining Pedagogy (CSP). This study explored instructional practices that elementary immersion teachers at a Georgia school used to support students in developing proficiency in both English and the target language while ensuring academ ic achievement and intercultural competence. The study focused on practices that support linguistic and academic development while sustaining the cultural heritage of diverse student populations, which aligns with CSP principles. Data collected through interviews, classroom observations, and document analysis revealed that teachers used strategies such as visual aids, sentence stems, and structured routines to support language development and create inclusive classrooms. Collaborat ive learning activities promoted language acquisition, social -emotional skills, and academic success while incorporating community languages and challenging deficit mindsets. Teachers integrated cultural relevance into instruction to foster engagement and sustain students’ cultural identities. These findings provide valuable insights into effective instructional practices in DLI classrooms, offering implications for theory, practice, and future research.	en_US
dc.format.extent	1 electronic record. PDF/A document, 251 pages, 10278045 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Education	en_US
dc.subject	Multicultural education	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education, Bilingual	en_US
dc.subject	Culturally relevant pedagogy	en_US
dc.subject	Culturally Sustaining Pedagogy	en_US
dc.subject	Bilingualism	en_US
dc.subject	Education, Bilingual	en_US
dc.subject	Multicultural education	en_US
dc.title	Instructional Practices in Dual Language Immersion Classrooms: A Case Study from a Culturally Sustaining Pedagogy Perspective	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology, and Workforce Development of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Davidson, Kelly
dc.description.committee	Acosta, Karen
dc.description.committee	Hartsell, Taralynn
dc.description.degree	Ed.D.	en_US
dc.description.major	Curriculum, Leadership & Technology	en_US