Date of Award
Spring 5-16-2025
Document Type
Dissertation (799 registration)
Degree Name
Doctor of Education in Educational Leadership
Department
Graduate Studies
Committee Chair
Michael Coquyt
Keywords
multilingual learners, literacy, teacher cognitions, self-efficacy, experienced MLs, SLIFE
Abstract
This qualitative phenomenological study explored the lived experiences, cognitions, and perceived self-efficacies of high school English language development (ELD) teachers in providing literacy instruction to adolescent multilingual learners (MLs). The study focused on three subpopulations of adolescent MLs, including students with limited or interrupted formal education (SLIFE), experienced MLs who have been in U.S. schools for more than five years, and traditional MLs who have been in U.S. schools for fewer than five years and who have not had gaps in their prior education. The purpose of the study was to contribute to a gap in the current literature around the unique literacy needs of adolescent MLs. The sample consisted of seven ELD teachers from different districts across one state in the Midwest. Data were collected through semi-structured interviews. Using a social cognitive framework, the study examined how their personal and professional experiences shape teachers’ cognitions and self-efficacy. Findings revealed systemic barriers to effective literacy instruction for adolescent MLs, including limited instructional time, insufficient resources, and competing educational priorities. Teachers expressed varying beliefs and understandings about literacy development amongst the subpopulations of MLs. More commonalities were discovered around the literacy needs of traditional MLs than SLIFE and experienced MLs. Teachers reported overall low levels of self-efficacy, citing inadequate preparation in teacher education programs. The study highlights the importance of professional development, improved ELD program models, differentiated instructional strategies to support the diverse needs of adolescent MLs, and further research into evidence-based instructional practices for each subpopulation of MLs.
Recommended Citation
Hafner, Jenna N., "ENGLISH LANGUAGE DEVELOPMENT TEACHERS’ COGNITIONS AND SELF-EFFICACY OF READING INSTRUCTION FOR ADOLESCENT MULTILINGUAL LEARNERS" (2025). Dissertations, Theses, and Projects. 1015.
https://red.mnstate.edu/thesis/1015
