Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Sara Hahn-Huston, D.Ed.

Second Advisor

Maranda Turner, Ed.D.

Abstract

U.S. public schools offer language services to students whose first language is not English to help them reach their full learning potential and ensure equitable educational access for all students. Despite initial support, many students remain labeled as English learners for 7 or more years, creating systemic barriers to academic reclassification. This study used raciolinguistic perspectives to examine how English was seen as a deficit when not yet mastered. The culturally responsive school leadership framework helped to understand what is needed to strengthen learning communities and optimize the academic communication skills of long-term English learners and all English learners. To strengthen understanding of the barriers and solutions to support long-term English learners, this qualitative study sought the perspectives of high school administrators (n = 10) and core-content teachers (n = 8) across six school districts. Participants completed a one-on-one interview to explore the challenges experienced by long-term English learners and the support relevant to meet their needs. Findings revealed limited teacher efficacy, internalized academic shame, and misaligned expectations for English learners as key obstacles constraining long-term English learners from strengthening their academic communication skills. Findings showed support to mitigate these barriers exist to help long-term English learners advance their academic communication skills, including teacher language support training, building relationships with students, and cohesive and sustained language supports.

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